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UNITED  STATES 

BULLETIN,  1915,  NO.  26 


BUREAU  OF  EDUCATION 

.  -  -  -  -  WHOLE  NUMBER  653 


CENTRAL  AMERICA,  SOUTH  AMERICA, 
AND  THE  WEST  INDIES: 


By  ANNA  TOLMAN  SMITH 


SPECIALIST  IN  FOREIGN  EDUCATIONAL  SYSTEMS 

bureau  of  education:'; 


WASHINGTON  -V^- 
GOVERNMENT  PRINTING  OFFICE 
1915 


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Digitized  by  the  Internet  Archive 
in  2019  with  funding  from 
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https://archive.org/details/secondaryschooliOOsmit 


BUREAU  OF  EDUCATION 


ADMINISTRATION  BUILDING,  FACULTY  OF  SECONDARY  AND  PREPARATORY  EDUCATION,  UNIVERSITY  OF  MONTEVIDEO,  RE  JBLIC 

OF  URUGUAY. 


% 

UNITED  STATES  BUREAU  OF  EDUCATION 

BULLETIN,  1915,  NO.  26  -  -■  -  -  -  -  WHOLE  NUMBER  653 


SECONDARY  SCHOOLS  IN  THE  STATES  OF 
CENTRAL  AMERICA,  SOUTH  AMERICA, 
AND  THE  WEST  INDIES : 

SCHOLASTIC  SCOPE  AND  STANDARDS 


By  ANNA  TOLMAN  SMITH 

SPECIALIST  IN  FOREIGN  EDUCATIONAL  SYSTEMS 
BUREAU  OF  EDUCATION 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 
1915 


ADDITIONAL  COPIES 

OF  THIS  PUBLICATION  MAY  BE  PROCURED  FROM 
THE  SUPERINTENDENT  OF  DOCUMENTS 
GOVERNMENT  PRINTING  OFFICE 
WASHINGTON,  D.  C. 

AT 


10  CENTS  PER  COPY 


CONTENTS. 


Page. 

Letter  of  transmittal .  5 

Introductory  survey .  7 

Costa  Rica: 

Administration  of  school  system .  9 

Standard  program — secondary  schools .  10 

Panama: 

National  Institute .  13 

San  Salvador: 

National  Institute .  13 

Argentina: 

Recent  measures  pertaining  to  secondary  education .  14 

Organization  of  secondary  institutions .  15 

Plan  of  studies .  16 

A  new  departure .  18 

Uruguay: 

Proposed  reforms .  19 

The  departmental  liceos  (secondary  schools) .  20 

Course  of  study . 20 

Purpose .  20 

Relations  to  higher  education .  21 

Studies  preparatory  to  the  university  faculties .  21 

Chile: 

Classification  of  secondary  schools .  22 

Program  of  humanities .  23 

Peru: 

Attempted  reforms .  24 

The  present  status  of  secondary  schools .  24 

Venezuela: 

Recent  developments .  25 

The  new  programs . 26 

Brazil : 

Distinctive  characteristics .  27 

Gymnasio  Nacional  at  Rio  de  Janeiro . ,  28 

Remaining  States: 

Trend  of  activities .  29 

Common  elements  in  the  different  programs .  30 

The  West  Indies: 

Opposite  tendencies .  34 

Cuba — 

Official  plan  of  studies  for  secondary  schools .  34 

Jamaica —  ^ 

Typical  programs .  35 

The  Cambridge  local  examinations .  36 

Sources  of  information .  37 

Bibliography . 38 


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LETTER  OF  TRANSMITTAL 


Department  of  the  Interior, 

Bureau  of  Education, 
Washington ,  June  1,  1915 . 

Sir:  The  new  interest  which  the  people  of  the  United  States  are 
taking  in  the  countries  of  Central  and  South  America  calls  for  infor¬ 
mation  not  only  in  regard  to  their  industrial  and  commercial  develop¬ 
ment,  but  in  regard  to  their  social,  civic,  and  political  life,  and  also 
information  in  regard  to  their  schools  and  their  agencies  of  education, 
on  which  all  else  depends.  A  knowledge  of  the  means  by  which  these 
countries  are  trying  to  meet  the  need  for  education  in  modern  dem¬ 
ocratic  society  can  not  fail  to  be  helpful  to  us  in  our  efforts  to  read¬ 
just  our  schools  to  constantly  changing  conditions;  all  problems  in 
education  have  become  in  a  very  real  sense  international.  I  there¬ 
fore  recommend  that  the  accompanying  manuscript  on  the  Scholastic 
scope  and  sta  ndards  of  secondary  schools  in  the  States  of  Central  America, 
South  America,  and  the  West  Indies  be  published  as  a  bulletin  of  the 
Bureau  of  Education.  This  manuscript  has  been  prepared  by  Miss 
Anna  Tolman  Smith,  the  bureau’s  specialist  in  foreign  educational 
systems. 

Respectfully  submitted. 

P.  P.  Claxton, 

Commissioner. 

The  Secretary  of  the  Interior. 

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SECONDARY  SCHOOLS  IN  THE  STATES  OF  CENTRAL  AMERICA, 
SOUTH  AMERICA,  AND  THE  WEST  INDIES— SCHOLASTIC  SCOPE 
AND  STANDARDS, 


INTRODUCTORY  SURVEY. 

The  States  of  Central  America  and  South  America  are  in  the  midst 
of  an  industrial  development  which  imparts  new  impulses  to  their 
educational  activities.  There  is  at  once  an  awakened  sense  of  the 
economic  hearings  of  elementary  or  popular  education  and  of  the 
need  of  a  readjustment  of  the  work  of  the  long-established  secondary 
schools.  Efforts  in  the  latter  direction  are  of  special  interest  to 
other  nations,  as  it  is  in  the  secondary  schools  that  the  directive 
classes  are  educated.  Schools  of  this  order  determine  in  great 
measure  the  opinions  and  purposes  of  the  men  who  control  public 
affairs  and  promote  international  sympathies  and  interests. 

Educational  reports  and  periodicals  published  in  the  States  referred 
to  abound  in  discussions  of  the  changes  that  are  required  to  meet 
the  new  demands.  Many  of  these  discussions  reveal  merely  con¬ 
scious  needs  for  which  as  yet  no  adequate  provision  can  be  made. 
But  in  a  few  States  the  problems  are  clearly  defined  and,  in  par¬ 
ticular,  definite  plans  have  been  adopted  for  the  reform  or  devel¬ 
opment  of  the  courses  of  study  in  secondary  schools. 

The  official  programs  afford  a  clearer  idea  of  the  subject,  both  in 
the  States  that  have  lately  revised  their  courses  of  secondary  instruc¬ 
tion  and  in  those  which  have  made  no  changes,  than  any  general 
discussions.  These  programs,  it  should  be  said,  are  not  announce¬ 
ments  of  ambitious  institutions,  but  the  expression  of  matured 
plans  adopted  by  the  educational  authorities  in  full  view  of  public 
resources  and  social  demands  either  at  the  present  time  or  at  an 
earlier  period.  By  reference  to  the  several  programs  presented 
below  it  will  be  seen  that  the  idea  of  education  as  a  culture  process 
has  not  been  sacrificed  in  those  of  recent  date. 

For  a  better  understanding  of  the  scholastic  work  of  the  schools 
considered,  it  is  desirable  to  have  in  mind  certain  features  of  their 
organization  which  may  properly  be  called  common  to  the  different 
States. 

In  all  the  States  secondary  education  is  the  preparatory  stage 
to  higher  institutions  and  in  several  instances  forms  a  department 

7 


96905°— 15 - 2 


8 


SECONDARY  SCHOOLS. 


in  the  university  organization.  This  is  notably  the  case  in  Uruguay, 
the  University  of  Montevideo  including  a  faculty  of  secondary 
instruction  which  is  charged  with  administrative  functions; 1  the 
public  college  of  this  city  is  practically  an  adjunct  of  the  university. 
This  same  relation  is  illustrated  by  the  National  Institute  of  Panama 
and  the  college  of  the  University  of  La  Plata. 

The  public  secondary  schools  are  supported  by  Government 
funds  alone  or  in  combination  with  provincial  and  departmental 
appropriations  or  by  municipalities.  The  schools  may  be  either  for 
day  students  solely  or  include  boarding  departments.  The  private 
colleges  which  abound  in  all  the  States  are  boarding  schools.  They 
are  often  subsidized  and  follow  in  the  main  the  official  programs  of 
secondary  education. 

The  course  of  secondary  instruction  is  generally  arranged  for  six 
years,  covering  the  ages  12  to  18;  in  a  few  States  the  course  may 
be  completed  in  five  years.  Pupils  may  pass  from  the  primary 
schools  to  the  public  secondary  schools;  as  a  rule,  private  secondary 
schools  include  a  preparatory  class  for  children  from  10  to  12  years 
of  age.  In  several  States  the  successful  completion  of  the  secondary 
studies  entitles  the  student  to  the  bachelor’s  degree;  in  other  States 
additional  study  in  a  university  faculty  of  letters  and  philosophy 
is  required  before  a  diploma  is  obtained. 

The  institutional  life  which  forms  such  an  important  factor  in  the 
secondary  schools  of  other  countries  plays  a  very  small  part  in  the 
public  secondary  school  of  the  Spanish-American  States.  The  ad¬ 
ministrative  staff  of  the  schools  is  usually  large,  comprising  a  chief 
executive  (rector  or  director),  a  treasurer,  secretary,  etc.  The  pro¬ 
fessors,  who  are  appointed  by  the  government,  central  or  local,  are 
assigned  to  particular  subjects  for  a  definite  number  of  hours,  and 
have  no  further  relation  with  their  classes.  As  a  rule  they  are  men 
holding  university  diplomas  and  engaged  in  professional  practice. 
This  peculiar  system,  which  prevails  also  in  the  universities,  prevents 
the  close  unity  of  a  corporate  body,  although  it  brings  students  into 
contact  with  men  of  affairs.  One  of  the  most  significant  signs  of 
progress  in  the  leading  States  is  the  effort  to  replace  this  system  by 
that  of  permanent  professors  having  special  preparation  for  the 
service. 

The  features  of  organization  to  which  attention  has  been  called 
affect  in  various  ways  the  general  spirit  of  the  schools  and  the  con¬ 
duct  of  studies;  but  the  purpose  here  is  to  consider  mainly  the  scho¬ 
lastic  scope  and  standards  of  secondary  education  as  illustrated  by 
official  programs.  These  programs  incidentally  reveal  differences  in 

1  See  plate  of  the  administration  building  (frontispiece);  original  was  received  from  the  Uruguayan 
Government  by  the  courtesy  of  Dr.  Harry  Erwin  Bard,  secretary  of  the  Pan  American  Society  of  the 
United  States. 


IN  CENTRAL  AMERICA. 


9 


the  schools  of  the  different  States,  but  notwithstanding  the  fact  that 
each  State  is  an  independent  unity,  the  differences  are  not  greater 
than  appear  in  the  secondary  schools  of  the  different  sections  of  the 
United  States. 

The  intimate  view  of  the  content  of  secondary  education  in  the 
States  of  Central  and  South  America  afforded  by  the  particulars 
which  follow  is  of  interest  to  all  persons  engaged  in  promoting  inter¬ 
national  relations,  and  particularly  so  to  those  who  must  determine 
the  equivalence  of  the  scholastic  standards  maintained  in  different 
countries. 


CENTRAL  AMERICA. 

COSTA  RICA. 

In  Central  America,  Costa  Rica  has  taken  the  lead  in  practical 
measures  for  extending  the  scope  of  public  education  and  adapting 
the  course  of  instruction  to  local  conditions.  The  purpose  is  pro¬ 
moted  by  the  centralized  control  of  education,  which  is  exercised  by 
an  undersecretary  in  a  department  including  other  executive  duties. 
The  chief  officer  of  the  division  of  public  instruction,  however,  is 
generally  chosen  with  regard  to  his  special  fitness  for  that  service.- 

The  governors  of  the  five  Provinces  into  which  the  State  is  divided 
are  responsible  for  the  execution  of  the  school  laws  in  their  respective 
areas.  The  immediate  direction  of  public  primary  schools  is  com¬ 
mitted  to  Government  inspectors,  who  are  responsible  to  the  central 
authority.  Public  secondary  and  higher  institutions  are  directly 
under  the  secretary  for  public  instruction. 

In  the  projects  of  reform  submitted  to  the  Congress  of  Costa  Rica 
in  1913,  the  importance  of  unifying  the  entire  scheme  of  education 
so  that  the  course  of  the  secondary  schools  (liceos)  should  be  con¬ 
tinuous  with  that  of  primary  schools  and  both  better  adapted  to 
present  needs  was  urged  by  the  undersecretary  for  public  instruc¬ 
tion,  Senor  Brenes-Mesen.1  Propositions  embodying  these  views 
were  authorized  by  decrees  issued  by  the  President  of  Costa  Rico 
the  same  year.  Among  these  was  a  decree  of  March  5  reorganizing 
the  plans  of  study  for  the  Liceo  de  Costa  Rica,  the  Normal  School, 
and  the  School  of  Commerce.  There  are  five  public  secondary  schools 
in  the  State,  namely,  the  Liceo  de  Costa  Rica  and  the  Colegio  Supe¬ 
rior  de  Senoritas,  both  at  San  Jose;  the  Liceo  de  Heredia;  Instituto 
de  Alajuela;  and  Colegio  de  Cartago.  The  first  three  institutions 
are  supported  entirely  by  national  funds,  while  the  expenses  of  the 
last  two  are  met  equally  by  municipal  and  national  funds. 

1  At  present  Senor  Brenes-Mesdn  is  envoy  extraordinary  and  minister  plenipotentiary  to  the  United 
States  from  Costa  Rica. 


10 


SECONDARY  SCHOOLS 


The  new  program  for  the  Liceo  de  Costa  Rica,  which  fixes  the 
standard  for  the  secondary  schools,  is  as  follows:1 

Standard  Program. 

PREPARATORY  COURSE. 


Subjects  assigned  for  the  year. 


The  mother  tongue . 

Writing  (includes  forms  of  correspondence) 

Elementary  arithmetic  and  geometry . 

Geography  and  history  of  Costa  Rica . 

Hygiene  and  physical  culture . 

Elementary  science . 

Manual  training . 

Music . 

Drawing . 


V/  eekly 
periods. 


5 

2 

4 

4 

2 

4 

2 

2 

2 


HUMANIDADES. 

Secondary  course  of  study. 

FIRST  YEAR. 

[Minimum:  20  (11  periods  obligatory,  9  elective).  Maximum:  26.] 


Obligatory  subjects. 

W  eekly 
periods. 

Electives. 

Weekly 

periods. 

Spanish  (Castilian)  (I) . 

5 

English  or  French  (I) . 

5 

Mathematics:  Algebra  and  arithmetic . 

5 

History  (I):  Ancient . 

4 

Hygiene  and  gymnastics . 

1 

Biology  ( I j,  botany,  and  zoology . 

4 

Manual  arts  (I) .  /. . T. . 

2 

Drawing  (I) . 

2 

Music . 

2 

SECOND  YEAR. 


[Minimum:  24  (10  periods  obligatory,  14  elective).] 


Obligatory  subjects. 


Spanish  (Castilian)  (I). . 

Geography . 

Hygiene  and  gymnastics 


Weekly 

periods. 

Electives. 

5 

4 

1 

History  (II):  Medieval  and  modern . 

Mathematics  (II):  Algebra  (II)  and  plane 
geometry . 

English  or  French  (II) . 

Biology  (II),  botany,  and  zoology . 

Physics  (I) . 

Manual  arts  (II) . 

Drawing  (II)... . 

Writing . 

Music  (II) . 

Typewriting  (I) . 

W  eekly 
periods. 


3 

4 

5 
4 
3 
2 
2 
2 
2 
2 


1  Memoria  de  instruccibn  publica,  1914,  pp.  4-9. 


IN  CENTRAL  AMERICA. 


11 


Standard  Program — Continued. 
humanidades — continued. 

THIRD  YEAR. 

[Minimum:  25  (13  periods  obligatory,  12  elective).  Maximum:  34.] 


Obligatory  subjects. 

Weekly 

periods. 

Spanish  (Castilian)  (Till . 

5 

Physiology  (I) . 

3 

Hygiene  and  gymnastics . 

1 

History  (III):  Contemporary . 

4 

Electives. 

W  eekly 
periods. 

English  or  French . 

5 

Mathematics  (III):  Algebra,  solid  geome- 
trv,  goniometrv . 

4 

Physics  (II) . 

4 

Chemistry  (I) . 

3 

Drawing  (III) . 

2 

Manual  arts  (III) . 

2 

Music  (III) . 

2 

Typewriting  and  shorthand . 

2 

Civics . 

2 

FOURTH  YEAR. 

[Minimum:  28  (7  periods  obligatory,  21  elective).  Maximum:  37.] 


Obligatory  subjects. 


Spanish  (Castilian)  (IV) 
Civil  government . 


Weekly 

periods. 

Electives. 

W  eekly 
periods. 

5 

English  or  French  (IV) . 

5 

2 

Mathematics:  Advanced  algebra  and 
trigonometry . 

4 

Chemistry  (II) . 

4 

Physiology  (II) . 

2 

Geology  and  meteorology . 

3 

Drawing  (IV) . 

2 

Political  economy . 

2 

Typewriting  (III) . 

2 

Manual  arts  (IV) . 

2 

Music  (IV) . 

2 

FIFTH  YEAR. 

[Minimum:  18  (6  periods  obligatory,  12  elective).  Maximum:  29.] 


Obligatory  subjects. 

W  eekly 
periods. 

Electives. 

W  eekly 
periods. 

Science  of  health . 

2 

Calculus  and  analytical  geometry . 

2 

Manual  arts . . 

2 

General  literature . 

4 

Typewriting . 

2 

Logic  and  debate . 

3 

General  biology . 

3 

Elements  of  sociology . 

3 

History:  Historical  investigation . 

5 

Anthropogeography . . 

3 

In  order  to  enter  the  liceo,  pupils  from  the  primary  schools  must 
pass  through  the  preparatory  year,  which  forms  the  link  between 
primary  and  secondary  instruction. 

The  important  change  effected  by  the  program  of  1913  consists  in 
systemizing  the  studies.  By  means  of  the  obligatory  subjects  all 
students  secure  a  common  basis  of  general  knowledge  of  which  a 
culture  language  (Castilian)  with  its  literature  is  the  chief  element. 
The  elective  studies  are  grouped  by  means  of  the  final  examination 
so  that  a  student  is  directed  in  his  choice  by  considerations  of  his 


12 


SECONDARY  SCHOOLS. 


ultimate  purpose.  The  relations  are  indicated  by  the  numbers  in 
par  an  theses. 

In  the  first,  second,  and  third  years  of  the  secondary  course  an 
elective  subject  is  not  given  unless  at  least  10  students  request  it,  and 
in  the  fourth  and  fifth  years  unless  at  least  5  students  take  it. 

The  degree  of  bachelor  of  humanities  (Bachiller  en  Humanidades) 
is  conferred  upon  students  who  finish  the  full  course  of  five  years  and 
pass  an  examination.  The  subjects  of  the  examination  and  their 
relative  values  are  as  follows: 

Obligatory  Subjects  (value  14  units). 


Units. 

Castilian .  5 

Arithmetic  and  geometry .  1 

French  or  English .  3 

Contemporaneous  history .  1 

Sanitary  science  and  hygiene .  1 

Public  administration .  1 

Typewriting .  1 

Manual  training . , .  1 


The  electives  are  grouped  for  the  examination  as  follows: 

Electives. 


First  group,  16  units. 

Second  group,  17  units. 

Third  group,  16  units. 

Mathematics,  I-Y. 

Physics,  I,  II. 

Chemistrv,  I. 

General  biology,  I. 

Geology  and  meteorology,  I. 
Geography,  I. 

Manual  training,  I,  II. 
Drawing,  I,  III. 

Biology,  I-III. 

Physiology,  I,  II. 

Hygiene,  I-III. 

Chemistry,  I,  II. 

Physics,  I,  II. 

Geography,  I. 

Gymnastics,  I,  II. 
Drawing,  I,  II. 

French  or  English,  I-III. 
Logic  and  debate,  I. 
History,  I-IV. 

Geography,  I. 

Elements  of  sociology,  I. 
Political  economy,  I. 
General  biology,  I. 

Civics,  I. 

Drawing,  I. 

Music,  I. 

The  33  units  required  for  the  pass  mark  can  be  completed  from  the 
following  subjects:  Manual  training,  II  and  III;  drawing,  II-IV; 
music,  I-IV. 

PANAMA. 

In  various  ways  the  closer  relations  that  have  been  promoted 
between  the  United  States  and  Central  America  are  affecting  educa¬ 
tional  practices  and  standards  in  the  latter.  An  interesting  example 
of  these  relations  is  afforded  by  the  call  of  Dr.  Edwin  G.  Dexter  from 
the  United  States  to  take  charge  of  the  Instituto  Nacional  of  Panama. 
It  is  the  intention  of  the  Government  that  this  shall  become  a  central 
university,  drawing  students  from  the  neighboring  States.  Fol¬ 
lowing  the  usual  custom  in  Latin- American  States,  a  secondary  course 


IN  CENTRAL  AMERICA. 


13 


of  instruction  is  provided  under  the  general  direction  of  the  institute. 
This  secondary  school,  the  liceo,  is  arranged  in  two  cycles,  after  the 
model  of  the  French  lycee,  each  cycle  covering  a  three  years’  course. 
The  program  provides  for  the  traditional  studies  in  Latin- American 
schools  with  the  introduction  of  Latin  as  an  alternative  to  French  and 
with  greater  stress  than  usual  upon  English.  The  scheme  of  study 
and  the  relative  time  given  to  each  branch  are  shown  in  the  following 
conspectus : 

Panama. 

NATIONAL  INSTITUTE. 

Program  of  studies  for  the  liceo} 


Number  of  lessons  a  week. 

Subjects. 

Cycle  I. 

Cycle  II. 

• 

First 

year. 

Second 

year. 

Third 

year. 

First 

year. 

Second 

year. 

Third 

year. 

Philosophy . 

3 

3 

Castilian . 

5 

5 

5 

5 

5 

5 

English . 

3 

3 

3 

3 

3 

3 

Latin  or  French  2 . 

2 

2 

4 

4 

4 

Geography . 

2 

2 

2 

3 

History . 

2 

2 

2 

3 

2 

2 

Mathematics . 

6 

5 

5 

4 

3 

3 

Physics  and  chemistry . 

3 

3 

3 

3 

Natur  a  1  s  ciences . 

2 

2 

2 

2 

2 

2 

Physiology  and  hygiene . 

1 

1 

Civics . 

1 

1 

1 

1 

Bookkeeping . 

3 

Manual  training . 

2 

2 

2 

}  2 

Singing . 7 . 

o 

2 

2 

2 

2 

Total 3 . 

25 

30 

31 

30 

28 

25 

1  Panama:  Informe,  Secretario  de  Estado  en  el  Despacho  de  Instruccion  Publica,  1914.  pp.  29-31. 

2  Optional  in  the  first  cycle. 

3  In  addition  to  the  subjects  tabulated  drawing  and  gymnastics  occupy  each  2  periods  a  week  through¬ 
out  the  first  and  second  cycles. 

Significant  features  of  the  program  are  the  prominence  given  to 
English  and  the  introduction  of  Latin  as  an  alternative  to  French. 
The  decree  authorizing  the  liceo  was  issued  in  1913,  hence  time  has 
not  sufficed  for  students  to  reach  the  second  cycle. 

The  Instituto  Nacional  is  to  be  comprehensive  in  scope,  and  in 
addition  to  the  liceo,  or  secondary  school,  comprises  a  normal  school 
and  a  commercial  school;  all  of  these  will  be  adjuncts  of  the  uni¬ 
versity,  for  which  plans  are  now  in  progress. 

SAN  SALVADOR. 

In  his  official  report  for  1913  the  minister  of  education  for  San 
Salvador  dwells  upon  plans  for  improving  the  course  of  study  and  the 
standards  of  the  national  institute  situated  at  the  capital.  This 
school  has  had  more  than  local  prestige,  and  it  is  the  purpose  of  the 
authorities  to  bring  it  into  accord  with  the  new  demands  that  are 


14 


SECONDARY  SCHOOLS. 


arising.  Complaint  has  been  made,  in  particular,  that  students  pre¬ 
senting  themselves  for  examination  to  enter  the  lowest  class  of  the 
institute  were  not  sufficiently  prepared;  the  new  plan  of  studies 
includes  a  preparatory  or  complementary  course  which  pupils  from 
the  ordinary  primary  schools  must  pass  through  in  order  to  enter 
upon  the  true  course  of  secondary  studies.  The  program  recently 
developed  is  similar  as  regards  the  subjects  of  instruction  to  that 
arranged  for  the  Panama  institution  with  the  omission  of  Latin. 


SOUTH  AMERICA. 

South  America  comprises  10  independent  States,  which,  with  the 
exception  of  Brazil,  were  originally  Spanish  colonies.  The  systems 
of  secondary  and  higher  education  retain  some  characteristics  derived 
from  the  early  colonists,  although  they  have  been  more  largely 
influenced  by  French  theories  and  models.  In  order  to  avoid  need¬ 
less  repetitions,  selection  is  here  made  of  a  few  official  programs  of 
secondary  education  which  adequately  illustrate  its  scope  and  stand¬ 
ards  in  all  the  States. 

ARGENTINA. 

RECENT  MEASURES  PERTAINING  TO  SECONDARY  EDUCATION. 

The  subject  of  secondary  education  has  occupied  the  serious 
attention  of  the  Government  of  Argentina  for  several  years,  and  in 
December,  1911,  several  decrees  were  issued  by  the  President  of  the 
Republic  providing  for  the  better  administration  and  closer  organiza¬ 
tion  of  the  national  secondary  schools  (colegios). 

A  decree  of  December  15  provided  for  the  creation  of  a  new  division 
in  the  ministry  of  pubhc  instruction  for  the  service  of  secondary 
education.  The  division  was  organized  under  the  charge  of  a  director 
general,  with  whom  was  associated  an  assistant  director.  The  force 
was  completed  by  subordinate  officials  and  clerks.  Ten  inspectors 
were  also  authorized  for  the  official  supervision  of  the  schools  them¬ 
selves. 

The  qualifications  for  the  chief  officials  in  this  division  were  care¬ 
fully  determined  by  the  decree;  in  particular  it  was  required  that 
candidates  for  the  positions  of  director  and  subdirector  should  be  at 
least  30  years  of  age  and  should  have  had  not  less  than  six  consecutive 
years’  experience  either  as  professors  or  education  officials. 

A  second  decree  of  the  same  date  determined  in  detail  the  require¬ 
ments  for  the  administrative  authorities  of  secondary  schools  (rectors, 
vice  rectors,  directors,  and  vice  directors),  and  also  those  for  pro¬ 
fessors  of  secondary  education. 


IK  SOUTH  AMERICA. 


15 


The  requirements  for  professorships  as  set  forth  in  the  decree 
illustrate  the  new  conception  of  that  service  which  is  gradually 
developing  in  the  most  progressive  States. 

In  general,  positions  in  secondary  education  have  been  held  by 
men  engaged  in  professional  duties  quite  apart  from  education.  The 
present  tendency  is  to  regard  teaching  even  in  the  higher  institutions, 
as  a  profession  having  its  recognized  standards  of  qualification  and 
chief  claim  upon  the  mind  and  time  of  the  incumbents.  In  accord¬ 
ance  with  this  idea  the  recent  decree  in  Argentina  provides  that 
candidates  for  professorships  in  the  secondary  schools  shall  present  a 
“diploma  of  capacity”  issued  by  one  of  the  following  institutions: 
The  pedagogical  section  of  the  University  of  La  Plata,  the  National 
Institute  for  Secondary  Professors,  the  Normal  School  for  Pro¬ 
fessors  of  Living  Languages,  the  Normal  School  of  Physical  Educa¬ 
tion,  the  National  Academy  of  Fine  Arts,  or  other  institutions  which 
prepare  candidates  for  positions  in  secondary  education. 

Candidates  for  the  professorships  in  national  history,  civics,  and 
morals  must  be  citizens  of  Argentina,  natural  or  adopted.  In  the 
latter  case  they  must  have  had  at  least  10  years’  experience  in  the 
service. 

The  decree  also  provides  for  professors  who  have  not  secured  the 
diplomas  above  mentioned,  but  who  have  already  served  at  least  five 
consecutive  years  in  the  university  faculties  or  as  professors  in  second¬ 
ary  schools.  Those  who  have  served  for  10  years  may  obtain  a 
diploma  from  the  minister  of  public  instruction,  which  will  give  them 
the  same  rights  and  privileges  as  those  conferred  by  the  institutions 
mentioned. 

ORGANIZATION  OF  SECONDARY  INSTITUTIONS. 

A  decree  was  issued  by  the  President  on  February  12,  1912, 
determining  the  classification  of  secondary  schools  (colegios)  and  the 
subjects  of  instruction  and  duration  of  courses  for  the  different 
classes.  This  decree  is  as  follows:1 

CLASSES  OF  COLLEGES  AND  DURATION  OF  COURSES  OF  INSTRUCTION. 

Article  1.  Secondary  education  shall  be  general  or  professional.  The  former  is  to 
be  given  in  national  colleges  for  one  or  the  other  sex,  and  the  latter  in  establishments 
having  specific  purpose. 

Article  2.  The  national  colleges  shall  comprise  two  classes:  Elementary  colleges 
having  a  four-year  course,  and  superior  colleges  having  a  course  of  six  years.  Elemen¬ 
tary  colleges  may  be  established  in  places  having  more  than  15,000  inhabitants;  the 
superior  colleges  shall  be  established  at  the  Federal  capital,  the  capitals  of  Provinces, 
whatever  their  population  may  be,  and  in  towns  of  more  than  30,000  inhabitants. 

1  Ministerio  de  Justicia  e  Instruccion  Publica.  Direccion  general  de  ensenanza  secundaria  y  especial, 
1913.  pp.  17-18. 

96905°— 15 - 3 


16 


SECONDARY  SCHOOLS. 


PURPOSES. 

Article  3.  The  purposes  of  the  national  colleges  are  (a)  to  give  to  the  pupils  solid 
and  well-balanced  knowledge,  general  scientific  and  literary,  and  to  develop  in  them 
the  intellectual  and  moral,  physical,  and  esthetic  faculties  which  shall  fit  them  for 
the  active  duties  of  society,  or  for  the  successful  pursuit  of  higher  studies;  (b)  to  form 
their  characters  and  inculcate  in  them  the  sentiment  of  patriotism  and  the  desire  to 
cooperate  in  the  effort  to  realize  the  ideals  of  the  nation  and  of  humanity. 

SCOPE  OF  THE  INSTRUCTION. 

Article  4.  The  minimum  course  of  study  in  the  national  colleges  shall  be  as  follows: 

Plan  of  Studies.1 
A. 


FIRST  YEAR. 


I. 

Hours  a 

Subjects.  week. 

Spanish  (Castilian).  Reading  and  composition,  (a)  Pronunciation  and 

orthography;  (b)  purifying  and  enriching  vocabulary  and  forms .  3 

History.  Brief  summary  of  the  history  of  the  ancient  Orient  and  of  Greece,  Rome, 

and  the  Middle  Ages .  4 

French .  4 


II. 


Mathematics.  Plane  geometry,  2  hours;  arithmetic,  3  hours .  5 

Geography  of  Europe,  general,  and  detailed  for  selected  coim tries . .  3 

III. 

Drawing.  Lineal  and  ornamental .  2 

Penmanship .  2 


Gymnastics.  Systematic  games  and  exercises  for  developing  the  physique .  2 


25 

SECOND  YEAR. 


I. 


Hours  a 
week. 


Subjects. 

Spanish  (Castilian),  (a)  Analysis;  (b)  purifying  and  enriching  vocabulary  and 

forms . 3 

History.  Modem  and  contemporary .  3 

French .  3 

English .  4 


II. 


Mathematics.  Plane  geometry,  2  hours;  arithmetic  and  accounts,  2  hours .  4 

Biological  sciences.  Zoology  and  botany .  3 

Geography  of  Argentina .  3 


1  From  decree  of  the  minister  of  public  instruction,  February  16, 1912.  (Official  copy.) 


IN  SOUTH  AMERICA. 


17 


III. 

Subjects. 

Drawing.  Lineal  and  ornamental . 

Penmanship . 

Gymnastics  1 . 


Houra  a 
week. 

..  2 

..  1 

..  2 


28 

THIRD  YEAR. 


I. 


Subjects. 

Spanish  (Castilian),  (a)  Syntax  and  elements  of  linguistics  and 

purification  and  enrichment  of  vocabularies  and  forms . 

History,  Argentine . 

Civics  and  the  national  constitution . 

French . 

English . 


Hours  a 
week. 

etymology;  (b) 

.  3 

.  4 

.  2 

6 

.  o 

.  4 


II. 


Mathematics.  Plane  geometry,  2  hours;  algebra,  2  hours .  4 

Biological  sciences.  Zoology  and  botany .  3 

Geography.  North  and  South  America .  2 


III. 


Drawing.  Drawing  of  natural  forms  and  simple  study  of  works  of  art .  2  * 

Gymnastics  1 .  2 


29 

FOURTH  YEAR. 

I. 

Hours  a 


Subjects.  week. 

Philosophy.  Concepts;  general  problems,  division,  methods,  etc.,  of  psychology, 

logic,  ethics,  sociology,  and  metaphysics .  3 

Literature.  Literary  theories;  study  of  the  literature  of  Argentina  and  of  Spanish 

America .  3 

History.  America  and  Argentina .  3 

French .  3 

English .  4 

II. 

Mathematics.  Geometry  of  space,  2  hours;  algebra,  2  hours .  4 

Physics  and  chemistry.  Elements  of  both  sciences;  their  laws  and  general 

problems;  their  division,  etc .  2 

Biological  sciences.  Anatomy,  physiology,  and  hygiene .  3 

Geography.  Asia,  Africa,  and  Oceania .  2 

III. 

Drawing.  Drawing  of  natural  forms  and  simple  study  of  works  of  art .  2 

Military  exercises .  2 

31 


1  Same  as  first  year  with  extensions. 


18 


SECONDARY  SCHOOLS. 


HIGHER  COLLEGES  (FINAL  COURSE). 

B. 


FIFTH  YEAR. 


I.  Hours  a 

Subjects.  week. 

Philosophy.  Logic  and  critique  of  knowledge,  psychology .  3 

Literature.  History  of  Castilian  literature .  3 

History.  History  of  America  and  Argentina  since  1810 .  2 

Latin . . .  6 

Italian .  2 

II. 


Mathematics.  Geometry  of  space,  2  hours;  algebra,  3  hours . .  5 

Physics.  Mechanics,  acoustics,  and  heat .  3 

Chemistry.  Inorganic  chemistry  and  mineralogy .  4 

General  geography  and  geology .  2 

III. 

Military  exercises .  2 


32 

SIXTH  YEAR. 


I.  Hours  a 

Subjects.  week. 

Philosophy.  Ethics,  sociology,  and  metaphysics .  2 

Moral  and  civic  instruction.  Comparative  study  of  the  national  constitution; 

duties  and  rights  of  the  citizen .  1 

Literature.  Epitomes  of  French,  Italian,  English,  and  German  literatures .  3 

History.  Argentine  history  from  1810  to  1910;  summary  of  the  history  of  civiliza¬ 
tion  and  human  culture .  4 

Latin .  6 

Italian .  2 


II. 


Mathematics.  Trigonometry,  3  hours;  cosmography,  2  hours 

Physics.  Optics,  magnetism,  and  electricity . 

Chemistry.  Organic  and  analytic  chemistry . 

III. 

Military  exercises  and  gun  practice . 


A  NEW  DEPARTURE. 


5 

3 

4 


o 


32 


The  University  of  La  Plata,  which  is  the  youngest  and  most 
modern  institution  of  higher  education  in  South  America,  includes  in 
its  organization  a  secondary  or  preparatory  school.  The  latter 
represents  a  new  departure  in  respect  both  to  its  scholastic  scheme 
and  its  general  conduct.  While  the  curriculum  does  not  differ 
radically,  in  respect  to  the  studies  included,  from  that  of  other  col¬ 
leges  in  the  State,  the  equipment  for  scientific  studies  is  unusually 


IN'  SOUTH  AMERICA. 


19 


complete,  and  the  professors  have  been  chosen  with  special  reference 
to  their  familiarity  with  scientific  methods.  Hence  the  spirit  of  the 
instruction  is  thoroughly  modern.  For  the  boarding  department  the 
home  unit  idea  has  been  adopted,  separate  residences  having  been 
provided,  each  of  which  accommodates  about  35  students.  These 
homes  contain  dining  hall,  kitchen,  clubroom,  library,  and  individual 
bedrooms  for  each  of  the  inmates.  The  buildings  are  in  the  midst  of 
a  fine  campus,  affording  ample  opportunity  for  sports  and  physical 
exercises,  which  are  conducted  much  after  the  plan  of  those  of  the 
English  public  schools. 

URUGUAY. 

PROPOSED  REFORMS. 

In  Uruguay,  as  in  several  other  South  American  States,  secondary 
education  is  under  the  immediate  direction  of  the  university  authori¬ 
ties,  which  include  a  council  (consejo  de  la  seccion  de  ensenanza 
secundaria  y  preparatoria)  charged  with  the  development  of  courses 
of  instruction  for  the  secondary  schools  and  their  adjustment  to  the 
programs  of  the  primary  schools  and  the  higher  institutions.  The 
reform  of  secondary  education  has  been  a  subject  of  serious  delibera¬ 
tion  in  the  council  for  several  years.  The  most  important  result  thus 
far  accomplished  is  the  law  bearing  date  January  5,  1912,  as  set  forth 
in  a  presidential  decree  of  February  16,  1912. 1  This  decree  provided 
for  the  establishment  of  a  departmental  liceo  in  the  capital  city  of 
each  department,  as  soon  as  the  necessary  arrangements  could  be 
made.  For  admission  to  these  liceos  it  was  required  that  the  candi¬ 
date  should  give  proof  of  having  completed  the  entire  course  of  the 
rural  primary  schools,  or  the  fifth  year  of  the  urban  primary  schools, 
or  should  pass  an  examination  in  the  following  subjects:  Arithmetic, 
geography,  grammar  with  composition,  geometry,  national  history, 
and  the  constitution  of  the  Republic. 

COURSE  OF  STUDY. 

The  plan  of  studies  for  the  departmental  liceos  previously  recom¬ 
mended  by  the  council  was  sanctioned  by  the  decree.  This  plan, 
which  is  given  below,  is  tentative  and  may  be  modified  to  suit  local 
conditions.  The  studies  assigned  for  each  year  of  the  course  occupy 
one  period  daily  or  on  alternate  days,  a  day’s  session  comprising  five 
hours.  The  alternate  subjects  may  form  half-year  courses  if 
preferred. 


1  See  Anales  do  la  Universidad,  1912-13.  Pp.  359-366. 


20 


SECONDARY  SCHOOLS. 


The  Departmental  Liceos  (Secondary  Schools). 

OFFICIAL  PROGRAM.1 


First  year. 

Second  year. 

Castilian  grammar  and  idioms. 
Mathematics  (arithmetic  and  algebra). 
French. 

Natural  history  (zoology  and  zoography). 
History,  American  and  national. 
Geography. 

Drawing. 

Castilian. 

Mathematics  (algebra  and  geometry). 
French. 

English  or  German. 

Natural  history  (botany  and  mineralogy). 
Universal  history. 

Geography. 

Physics  and  chemistry. 

Drawing. 

Third  year. 

Fourth  year. 

Castilian  idioms  and  literature. 

French. 

English  or  German. 

Mathematics. 

Physics  and  chemistry. 

Natural  history. 

Universal  history. 

Typewriting. 

Drawing. 

Literature. 

French. 

English  or  German. 

Universal  history. 

Civics. 

Cosmography. 

Drawing. 

Typewriting. 

Bookkeeping. 

Drawing. 

Gymnastics  and  physical  training  are  maintained  throughout  the  four  years  of  the 
course. 


PURPOSE. 

The  departmental  liceos  have  been  created  for  the  purpose  of  in¬ 
creasing  the  public  provision  for  secondary  education  and  correlating 
its  programs  with  those  of  the  public  primary  schools  forming  thus 
a  continuous  plan  of  study  as  do  the  courses  of  instruction  in  the 
graded  and  high  schools  of  the  United  States. 

The  liceos  are  open  alike  to  boys  and  girls,  but  the  need  of  special 
arrangements  for  girls  is  indicated  by  the  creation  of  a  section  of  the 
university  council  to  consider  the  interests  of  young  women  as  related 
to  both  secondary  and  preparatory  studies.  By  order  of  the  minister 
of  public  instruction  Doctora  Senorita  Clotilde  Luissi  was  appointed 
dean  of  this  section  December  16,  1912. 

The  admission  of  pupils  to  the  liceos  who  have  finished  the  three- 
year  course  of  the  rural  primary  schools  or  the  fifth  year  of  the  urban 
primary  schools  makes  it  possible  for  the  transfer  to  take  place  in  the 
case  of  children  too  young  or  not  sufficiently  prepared  to  enter  with 
profit  upon  the  secondary  studies.  Such  pupils  are  found  to  be  at  a 
disadvantage  as  compared  with  those  who  enter  the  liceos  by  exami- 


1  Anales  de  la  Universidad,  1912-13,  pp.  191-194. 


IN  SOUTH  AMERICA. 


21 


nation,  which  is  not  open  to  candidates  under  12  years  of  age.  This 
experience  agrees  with  the  tendency  in  older  countries  to  make  12 
years  the  lower  age  limit  of  secondary  studies. 

The  departmental  liceos  of  Uruguay,  it  should  be  recalled,  have 
only  been  in  existence  two  years  and  have  not  yet  passed  the  experi¬ 
mental  stage.  The  first  report  of  their  operations  was  made  in 
January,  1914,  at  which  time  they  numbered  18,  with  a  registration 
of  969  students.  Of  the  total  schools,  11  had  completed  the  first 
and  second  years  of  the  course  and  7  the  first  year  only.  The  report 
of  their  work  has  already  led  to  proposed  modifications,  having 
special  reference  to  raising  the  standard  of  admission  and  relieving 
the  over-crowded  programs. 

RELATIONS  TO  HIGHER  EDUCATION. 

The  significance  of  this  recent  departure  in  Uruguay,  in  a  com¬ 
parative  view  of  secondary  education  in  different  countries,  is  found 
in  the  relation  of  the  local  liceos  to  higher  institutions.  In  the  law 
and  decree  creating  the  liceos  it  is  distinctly  set  forth  that  they  are 
not  intended  to  prepare  students  for  the  university  faculties.  They 
give  the  basis,  however,  for  such  preparation  which  must  be  com¬ 
pleted  by  the  courses  of  study  required  for  admission  to  each  faculty. 

The  studies  of  the  liceos  lead  to  a  certificate  (certificado  de  sufi- 
cienca  iiceal)  which  is  conferred  upon  the  students  who  complete 
the  course  and  pass  the  annual  examinations.  The  law  provides 
that  this  certificate  shall  admit  a  student  to  the  schools  of  commerce, 
agriculture,  and  veterinary  surgery,  and  it  will  have  value  for  those 
who  would  enter  upon  the  courses  of  study  preparatory  to  the  special¬ 
ized  faculties,  although  it  does  not  exempt  them  from  other  tests. 
It  appears,  then,  that  the  course  of  secondary  instruction  in  Uruguay, 
using  the  term  in  its  broad  sense  covering  the  entire  work  of  general 
education  from  the  elementary  school  to  the  university,  comprises 
the  work  both  of  the  liceos  and  the  so-called  preparatory  studies. 
The  latter  are  determined  by  the  university  council  charged  with 
the  double  interest,  which  includes  representatives  of  the  several 
faculties.  The  period  of  preparatory  study  and  the  branches  com¬ 
prised  are  determined  for  each  faculty  separately. 

STUDIES  PREPARATORY  TO  THE  UNIVERSITY  FACULTIES. 

Provision  for  the  courses  of  study  required  for  entrance  to  the 
university  faculties  is  made  in  three  institutions  at  Montevideo, 
namely,  Instituto  Universal,  Instituto  de  Ensenanza  Secundaria, 
and  the  liceo.  Government  scholarships  are  offered  in  each  depart¬ 
ment  to  assist  pupils  of  the  local  liceos  to  continue  their  studies  at 
the  capital  with  a  view  of  ultimately  preparing  for  professional 
careers. 


22 


SECONDARY  SCHOOLS. 


According  to  the  latest  regulations,  the  period  of  preparation  fol¬ 
lowing  the  four  years  of  the  secondary  course  ranges  from  one  year 
required  for  the  studies  that  lead  to  the  university  courses  for  notary 
public  and  odontology  to  three  years  required  for  preparation  for 
the  faculties  of  law,  medicine,  engineering,  and  architecture.  The 
preparatory  courses  of  three  years’  duration  include  as  common 
subjects  an  extension  and  deepening  of  the  literary  and  historical 
studies  included  in  the  secondary  course.  To  these  are  added 
branches  determined  by  the  subsequent  professional  courses.  The 
complete  course  of  preparatory  studies  prescribed  for  admission  to 
the  faculty  of  law  is  as  follows:  (I)  Literature;  (II)  universal  history, 
in  particular  Roman  and  contemporaneous  history  and  philosophy 
of  history;  (III)  American  history;  (IV)  theoretic  and  practical 
courses  in  physics,  chemistry,  natural  history,  and  cosmography; 
(Y)  philosophy;  (VI)  practical  courses  in  French  and  English  or 
German;  (VII)  physical  exercises. 

In  the  courses  preparatory  to  the  medical  faculty  special  stress 
is  placed  upon  the  sciences,  i.  e.,  natural  history  (zoology,  zoography, 
botany,  and  anthropology);  physics;  chemistry;  drawing  in  connec¬ 
tion  with  the  science  studies. 

Students  who  finish  the  entire  course  of  secondary  and  preparatory 
studies  may  be  admitted  to  the  university  examinations  for  the 
degree  of  bachelor.  It  will  be  observed  that  the  entire  course  pre¬ 
paratory  for  this  degree  is  quite  as  extensive  as  the  customary"  col¬ 
lege  course  in  the  United  States,  but  differs  essentially  from  that  in 
the  absence  of  the  classical  languages,  Latin  and  Greek.  The  propo¬ 
sition  to  create  in  the  university  a  faculty  of  letters  and  philosophy 
is  under  consideration,  and  it  has  been  proposed  to  include  the 
classics  in  its  program. 

CHILE. 

CLASSIFICATION  OF  SECONDARY  SCHOOLS. 

The  main  features  of  the  administration  and  organization  of  the 
public  secondary  schools  of  Chile  were  determined  by  law  of  January 
9,  1879.  In  accordance  with  the  provisions  of  this  law  the  secondary 
schools  (liceos  and  colejios)  are  of  two  classes,  first  and  second.  The 
former  offer  a  complete  course  of  instruction  covering  six  years;  the 
latter  class,  which  includes  the  Instituto  Nacional  at  Santiago  de 
Chile  and  the  liceos  of  the  Province  of  Tacna,  concentrate  on  the  last 
three  years  of  the  course.  A  preparatory  section  provided  for  in 
the  plan  of  the  liceos  comprises  a  three-year  course  of  study  including 
the  following  branches:  Spanish  (Castilian),  mathematics,  French, 
geography  and  history,  object  lessons,  drawing  and  writing,  and 
religion. 


1 1ST  SOUTH  AMERICA. 


23 


The  course  of  secondary  instruction  (humanidades),  authorized  by 
a  decree  of  January  2,  1912,  is  as  follows: 

Program  of  Humanities.1 

FIRST,  SECOND,  AND  THIRD  YEARS. 

Hours  a  week. 


Spanish  (Castilian) . 4 

French .  3 

English  or  German . 3 

Mathematics .  4 

Natural  sciences .  2 

History  and  geography .  3 

Drawing  and  penmanship .  3 

Religion .  2 

Manual  work .  2 

Singing  and  gymnastics .  3 


FOURTH  YEAR. 


Spanish  (Castilian) . 

French . 

English  or  German . 

History  and  geography. 

Mathematics . 

Natural  sciences . 

Physics  and  chemistry. 

Civic  instruction . 

Religion . 

Drawing  2 . 

Manual  work . 

Singing  and  gymnastics 


29 

Hours  a  week. 

.  4 

.  3 

.  3 

.  4 

.  4 

.  2 

.  2 

.  2 

.  1 

.  2 

.  2 

.  3 


FIFTH  AND  SIXTH  YEARS. 

Spanish  (Castilian) . 

Philosophy . 

French . 

English  or  German . 

History  and  geography . 

Mathematics . 

Natural  sciences  (hygiene) . 

Physics . 

Chemistry . 

Civic  instruction . . 

Religion . 

Drawing  2 . 

Manual  work . 

Singing  and  gymnastics . 


32 


Hours  a  week. 

.  3 

.  2 


3 

3 

3 

2 

2 

2 

2 

1 

2 

2 

3 


33 


1  Anuario  del  Ministerio  de  Instruccion  Publica.  Recopilacion  de  leyes  i  reglamentos  relativos  a  los 
servicios  de  instruccion  superior,  secundaria  i  especial,  1912.  pp.  290-294. 

2  Optional. 


24 


SECONDARY  SCHOOLS. 


Applicants  for  admission  to  the  lowest  class  of  a  liceo  must  not  be 
less  than  10  years  of  age  nor  more  than  13,  and  must  give  proof  that 
they  have  mastered  the  studies  of  the  primary  schools ;  for  admission 
to  higher  classes  the  candidate  must  pass  an  examination  in  the 
studies  of  the  lower.  The  council  of  public  instruction  has  the  sole 
right  of  deciding  on  the  admission  of  girls  to  a  liceo  intended  for  boys. 
On  account  of  the  increasing  number  cf  young  women  who  desire  to 
follow  professional  careers,  a  project  for  raising  the  standards  of  the 
public  liceos  for  girls  has  been  submitted  to  the  Government. 

Students  who  complete  the  course  in  humanities  may  matriculate 
in  the  faculties  of  philosophy  and  letters  as  candidates  for  the  degree 
of  bachelor. 

PERU. 

ATTEMPTED  REFORMS. 

Peru  was  one  of  the  earliest  States  in  South  America  to  undertake 
a  general  reorganization  of  its  system  of  education  in  view  of  modern 
requirements.  With  this  purpose  in  view,  a  special  commission  was 
appointed  in  1910,  and  an  expert  from  the  United  States  1  was  called 
in  to  aid  the  work  of  the  commission  by  advice  and  suggestions. 
As  a  result  of  the  deliberations  of  this  body  a  comprehensive  plan 
was  submitted  to  the  Government  which  provided,  among  other 
matters,  for  important  modifications  of  the  system  of  secondary 
education.  Before  final  action  could  be  taken  political  changes  pre¬ 
vented  the  consummation  of  the  project.  It  was  evident,  however, 
that  all  parties  favored  to  some  extent  the  changes  recommended, 
and  while  the  general  plan  of  recasting  the  system  of  education  failed, 
improvements  have  gradually  been  made  in  all  departments  of  the 
system. 

PRESENT  STATUS  OF  THE  SECONDARY  SCHOOLS. 

There  are  at  present  27  secondary  schools  (colegios)  maintained  by 
the  Government,  3  of  which  are  for  girls  exclusively.  The  course 
of  study  for  the  colegios  for  boys  is  uniform  throughout  the  coun¬ 
try,  and  comprises  the  same  subjects  as  those  in  the  programs  pre¬ 
viously  cited,  with  the  addition  of  the  elements  of  church  doctrine. 
The  duration  of  the  entire  course  is  four  years,  which,  it  is  admitted, 
is  too  brief  for  the  variety  and  range  of  studies  attempted;  improve¬ 
ments  are  taking  place  in  the  direction  of  reducing  the  amount  of 
each  study  and  making  the  instruction  more  intensive.  This  course 
of  study  is  in  direct  continuation  with  that  of  the  public  primary 
schools,  and  therefore  the  period  of  secondary-school  studies  is  com¬ 
parable  with  that  of  the  high  schools  in  the  United  States  as  regards 


1  The  choice  fell  upon  Dr.  H.  E.  Bard,  who  had  had  experience  in  educational  administration  in  the 
Philippines. 


IN  SOUTH  AMERICA. 


25 


duration;  this  likeness  is  increased  by  the  fact  that  the  universities 
of  Peru  include  faculties  of  letters  and  science  or  philosophy;  the 
curricula  of  these  faculties  is  arranged  for  three  years,  and  is  in  direct 
continuation  of  the  course  in  the  secondary  schools.  The  bachelor’s 
degree  can  be  obtained  at  the  end  of  two  years  of  study  in  the  faculties 
named.  The  third  year  is  regarded  as  postgraduate  and  leads  to  the 
degree  of  doctor. 

VENEZUELA. 

The  reorganization  of  the  system  of  education  has  been  undertaken 
recently  by  the  Government  of  Venezuela  on  a  broader  scale  than  the 
similar  effort  in  other  South  American  States.  The  endeavor  was 
preceded  by  investigations  of  school  systems  in  foreign  countries,  and 
the  conclusions  finally  reached  by  the  committee  were  submitted  to 
the  National  Congress,  with  an  exhaustive  report  on  the  defects  of  the 
existing  system  and  the  grounds  for  the  changes  proposed.  The 
recommendations  of  the  committee  were  in  the  main  approved  by 
the  National  Congress  in  its  session  of  1912-13,  and  instructions  were 
issued  authorizing  the  minister  of  public  instruction  to  adopt  meas¬ 
ures  for  carrying  the  reforms  into  effect.  The  present  is,  therefore,  a 
time  of  change  and  experiment,  preliminary  to  final  adjustments  which 
must  work  out  gradually. 

Secondary  education  is  the  province  of  colleges,  classified  by  their 
sources  of  support  as  Federal,  municipal,  and  private.  The  aim  of  all 
these  institutions  was  originally  that  of  preparing  students  for  uni¬ 
versity  matriculation  or  examinations,  but  the  pressure  of  modern 
demands  has  caused  other  purposes  to  be  considered,  and  hence  the 
courses  of  study  have  been  extended  to  include  subjects  special  to 
commercial  business,  such  as  stenography,  bookkeeping,  commercial 
geography,  etc.,  or  in  the  direction  of  science  courses  required  by  stu¬ 
dents  looking  toward  agricultural  and  mining  pursuits. 

For  the  scholastic  session  1913-14  new  programs  were  issued  by  the 
minister  of  public  instruction  for  the  Federal  colleges.  These  pro¬ 
grams  were  not  intended  to  make  a  decided  break  in  the  established 
courses  of  study,  but  to  systematize  them.  The  entire  scheme  of 
study  is  organized  in  two  sections — the  preparatory,  covering  two  years, 
and  the  course  of  philosophy,  covering  four  years.  The  preparatory 
course  is  correlated  with  the  six-year  course  for  the  graded  primary 
schools  and  with  the  latter  forms  a  fairly  adequate  preparation  for 
commercial  and  business  pursuits.  The  course  of  philosophy,  or  bac¬ 
calaureate  course,  prepares  candidates  for  the  examination  for  the 
bachelor’s  degree,  which  is  conducted  by  a  university  board  on  which 
the  professors  of  secondary  education  are  represented. 

The  new  scheme  for  the  secondary  schools  (colegios)  will  be  seen 
by  the  following  conspectus,  which  comprises  two  elements — the  sub- 


26 


SECONDARY  SCHOOLS. 


jects  of  study  and  the  hours  assigned  for  each  subject.  On  account 
of  the  options  allowed  students,  the  time  element  indicates  only  the 
relative  weight  of  each  subject  as  compared  with  others  in  the  course. 
It  should  be  stated,  further,  that  the  time  allowed  for  each  branch 
provides  for  the  advanced  lesson  and  a  review  of  the  previous  work 
in  the  proportion  two-thirds  for  the  fonner  and  one-third  for  the 
latter: 

Official  Program. 

STUDIES  AND  HOURS  A  WEEK.1 

Preparatory  division. 


Subjects. 

First 

year. 

Second 

year. 

Castilian  grammar . 

Hours. 

6 

Hours. 

Rhetoric  and  composition . 

3 

Stenography . . . 

2 

Latin . 

2 

2 

French . 

4 

3 

English . 

4 

4 

Arithmetic . 

6 

6 

Geography  (Venezuela) . 

3 

3 

6 

Elements  of  natural  science  and  chemistry . 

3 

Hveiene . 

3 

Total . - . 

30 

30 

COURSE  OF  PHILOSOPHY. 


Subjects. 


First 

year. 


Hours. 


Castilian  literature  (authors  and  history) 

Latin . 

Greek  (elements) . 

German . 

Algebra . 

Geometry . 

Botany  and  zoology . 

Mineralogy  and  geology . 

Physics . 

Chemistry . 

History . 

Philosophy . 

Total . 


2 

1 

4 
6 
6 

5 


6 


30 


Second 

year. 


Hours. 

4 


4 


5 

6 
6 


5 


30 


COURSE  OF  PHILOSOPHY. 


Subjects. 

Third 

year. 

Fourth 

year. 

Ca.sf.il inn  1  item, tore  (authors  and  history) . 

Hours. 

4 

6 

6 

6 

6 

Hours. 

4 

6 

6 

o 

O 

6 

3 

Cosmography  and  chronology . 

Biology  and  anthropology . 

Philosophy . 

Mineralogy  and  geology. . . 

Total .  .  . 

28 

28 

i  Venezuela.  Memoria,  Ministerio  de  Instruccion  Publica,  1914.  Vol.  2,  pp.  2S6-288. 


IN  SOUTH  AMERICA. 


27 


The  program  given  above  differs  from  those  previously  cited  by 
the  inclusion  of  short  courses  in  Latin  and  Greek.  The  purpose  of 
these  courses  as  indicated  by  the  elaboration  of  individual  subjects 
in  the  official  instructions  is  to  acquaint  the  students  with  their  rela¬ 
tion  to  the  Spanish  language.  The  Latin  language,  in  particular,  is 
treated  in  its  relation  to  the  origin  and  early  development  of  the 
Spanish  language. 

The  endeavors  of  the  Venezuelan  Government  to  perfect  the  or¬ 
ganization  of  the  school  system  and  to  raise  the  scholastic  standards 
have  excited  wide  attention;  in  his  report  for  1914  the  minister  notes 
with  satisfaction  that,  following  the  example  of  other  foreign  coun¬ 
tries,  the  Spanish  Government  has  announced  that  the  baccalau¬ 
reate  conferred  in  Venezuela  will  be  recognized  as  equivalent  to  the 
corresponding  Spanish  diploma  for  admission  to  the  universities  of 
Spam.1 

BRAZIL. 

DISTINCTIVE  CHARACTERISTICS. 

Brazil  comprises  20  States,  1  National  Territory,  and  1  Federal 
District,  covering  an  area  greater  than  that  of  the  United  States,  ex¬ 
clusive  of  the  outlying  possessions.  Each  State  of  the  Republic  of 
Brazil  has  independent  management  of  its  primary  and  secondary 
schools.  The  direction  of  higher  education  throughout  the  country 
has  been  reserved  to  the  Central  Government,  which  also  has  entire 
control  of  education  in  the  Federal  District  and  the  Territory.  The 
extent  and  varied  character  of  the  country,  a  part  of  which  has 
scarcely  yet  been  explored,  the  sparse  and  mixed  population,  and  the 
independence  and  the  undeveloped  resources  of  the  constituent 
States  all  combine  to  prevent  the  general  diffusion  of  education. 
There  are,  however,  centers  of  progress,  especially  in  the  eastern  sec¬ 
tion  of  the  country,  in  which  schools  are  flourishing  and  high  stand¬ 
ards  are  maintained.  In  these  centers  two  tendencies  are  noticeable — 
one  growing  out  of  modem  conditions,  the  other  resulting  from  the 
early  relations  of  the  country  with  Portugal  and  the  ideals  fostered 
at  the  capital  during  the  long  reign  of  Dom  Pedro  II. 

The  first  tendency  referred  to  is  illustrated  by  the  excellent  systems 
of  graded  schools  in  Rio  de  Janeiro,  Sao  Paulo,  Bahia,  and  several 
other  eastern  cities.  These  systems  include  high  schools  of  modern 
type  leading  to  various  classes  of  vocational  schools — commercial, 
agricultural,  etc.  The  older  influences  have  affected  particularly  the 
provinces  of  secondary  and  higher  education,  which  before  the  rise 
of  public  schools  were  regarded  as  a  privilege  of  the  upper  classes. 
This  traditional  relation  still  prevails  to  a  great  extent,  and  hence  the 


1Memoria,  1914.  Vol.  1,  p.  LXX. 


28 


SECONDARY  SCHOOLS. 


secondary  schools  maintain  the  earlier  ideals  of  culture,  leaving  to 
the  modern  public  schools  the  work  of  preparing  students  for  prac¬ 
tical  careers.  This  distinction  is  promoted  by  the  peculiar  system  of 
higher  education.  Brazil  has  no  university,  but  in  its  place  profes¬ 
sional  faculties  which  are  situated  in  different  cities,  and  therefore 
have  no  organic  union. 

Naturally  the  requirements  for  admission  to  the  distinct  faculties 
have  chief  effect  in  determining  the  courses  in  secondary  education, 
which  as  a  rule  is  the  province  of  private  colleges,  either  secular  or 
clerical  in  character.  Since  the  Central  Government  has  control  of 
higher  education,  it  exercises  a  certain  unifying  influence  over  the 
.secondary  schools,  but  this  influence  is  somewhat  lessened  by  reason 
of  the  special  character  of  the  faculty  groups.  There  is,  however,  a 
strong  unifying  influence  coming  from  the  long-established  ideals  of 
culture. 

One  of  the  oldest  secondary  schools  in  the  country  is  the  Collegio 
Pedro  II  at  Rio  Janeiro,  now  generally  known  as  the  Gymnasio 
Nacional.  The  official  program  of  this  institution  may  be  taken  as  a 
type  of  secondary  education  in  Brazil.  The  subjects  which  it  com¬ 
prises  and  the  relative  value  given  to  each  are  shown  in  the  following 
conspectus : 

Gymnasio  Nacional  at  Rio  de  Janeiro.1 


DAILY  PERIODS  ALLOTTED. 


Subjects. 

First 

year. 

Second 

year. 

Third 

year. 

Fourth 

year. 

Fifth 

year. 

Sixth 

year. 

Maternal  language: 

(Portuguese) . 

3 

3 

3 

3 

Foreign  languages: 

English  or  German . 

3 

3 

4 

French . 

3 

3 

3 

Latin . 

5 

5 

Greek . 

3 

3 

Mathematics . 

4 

4 

4 

6 

History . . . 

4 

4 

Civics . ■ . 

3 

Geography . 

3 

3 

3 

Natural  science . 

3 

3 

Hygiene . 

3 

Physics  and  chemistry . 

3 

3 

Drawing . 

3 

3 

2 

4 

Physical  training .  . 

3 

3 

3 

3 

Total . 

19 

22 

21 

20 

21 

21 

i  Ministerio  da  justica  e  negocios  interiores.  Regulamento  do  Collegio  Pedro  II,  1911. 


The  purpose  of  the  Gymnasio  Nacional  is  to  provide  a  well-balanced 
course  of  study  cultivating  and  at  the  same  time  practical  in  character. 
The  institution  is  organized  for  both  day  and  boarding  students,  the 
latter,  however,  being  limited  to  the  first  four  years  of  the  course. 
The  distinctions  between  the  studies  and  those  of  the  Spanish- 
American  States  pertain  chiefly  to  language. 


IN  SOUTH  AMERICA. 


29 


Portuguese,  the  native  tongue,  and  French  occupy  equal  time 
during  the  first  three  years  of  the  course.  Choice  between  English 
and  German  is  allowed  in  the  second  year  and  continues  to  the  fifth 
year,  when  Latin  and  Greek  are  introduced. 

The  mathematical  course  for  the  last  three  years  comprises  algebra 
through  the  binomial  theorem  and  the  general  principles  of  the  for¬ 
mation  and  solution  of  equations ;  geometry,  plane  and  solid ;  and  rec¬ 
tilinear  trigonometry. 

In  the  final  examination  in  mathematics  new  problems  are  offered 
embodying  the  principles  that  have  been  studied  during  the  course. 

The  final  tests  in  Latin  and  Greek  consist  of  translations  of  pas¬ 
sages  taken  from  some  one  of  the  authors  studied  during  the  two 
years,  and  also  passages  selected  for  sight  translation. 

Students  who  pass  the  examination  successfully  receive  a  diploma 
(certificado  do  curso  fundamental).  This  certificate  or  its  equivalent 
admits  a  student  to  the  university  faculties. 


THE  REMAINING  STATES. 

This  survey  of  the  scope  of  secondary  education  in  the  Latin- 
American  States  has  been  based  upon  official  programs  taken  as  a 
rule  from  reports  of  the  States  in  which  the  course  of  study  has 
recently  been  reorganized.  The  survey  would  be  incomplete  with¬ 
out  considering  the  extent  to  which  these  examples  are  typical  of 
corresponding  courses  of  instruction  in  the  remaining  States. 

In  respect  to  Central  America  it  may  be  said  that  all  systems  of 
education  are  in  a  transition  stage.  It  should  be  noted,  however, 
that  a  formal  agreement  for  the  unification  of  primary  and  secondary 
instruction  has  been  signed  by  the  Governments  of  the  five  States  of 
Central  America,  which  may  be  taken  as  a  guaranty  that  common 
standards  will  prevail.  The  secretaries  of  public  instruction  in  all 
these  States  have  recently  emphasized  the  importance  of  maintain¬ 
ing  secondary  education  at  a  high  degree  of  efficiency,  not  only  be¬ 
cause  of  its  relation  to  the  general  welfare,  but  also  because  of  its 
effect  upon  the  standards  of  university  education. 

The  remaining  States  of  South  America  are  all  actively  engaged  in 
improving  education  within  their  borders,  although  then*  efforts  have 
been  more  particularly  directed  to  increasing  the  provision  for  pri¬ 
mary  education  and  the  establishment  of  special  schools  of  agricul¬ 
ture,  mining,  etc. 

The  secretary  of  public  instruction  for  Colombia,  hi  his  report  for 
1913,  calls  attention  to  recent  developments  in  the  Colegio  Nacional 
de  San  Bartolome,  the  only  secondary  school  for  boys  in  the  State 
which  depends  upon  the  ministry.  The  secretary  states  that  during 


30 


SECONDARY  SCHOOLS. 


the  year  covered  by  his  report  the  literary  studies  of  the  school  were 
conducted  in  a  very  satisfactory  manner.  In  response  to  the  pres¬ 
sure  of  modern  demands  the  subjects  of  natural  history,  physiology, 
and  the  experimental  sciences  have  been  introduced,  and  in  ordei  to 
provide  for  practical  instruction  in  these  matters  a  museum  has  been 
founded  in  the  college  and  is  in  charge  of  Prof.  Miguel  Gutienez,  S.  J., 
who  is  well  known  for  his  scientific  attainments.  This  institution 
prepares  students  for  the  bachelors  diploma,  as  do  also  the  depart- 
mental  colleges  in  this  State. 

The  report  of  the  minister  of  public  instruction  of  Ecuador  for  the 
year  1913  calls  attention  to  resolutions  submitted  by  a  committee  of 
the  professors  of  secondary  education  to  the  superior  council.  These 
resolutions  emphasize  the  need  of  professors  specially  qualified  for 
the  service  of  the  secondary  schools  and  also  the  importance  oi  a  moie 
thorough  systematization  of  the  course  of  study.  The  report  also 
presents  a  model  time-table  for  secondary  schools  which  corresponds, 
as  regards  the  subjects  included,  with  those  already  given,  excepting 
that  for  philosophy  in  the  fifth  and  sixth  years  psychology  and  ethics 
are  substituted. 

During  the  present  year  the  Government  of  Bolivia  commissioned 
Senor  Georges  Houma,  director  general  of  primary,  secondary,  and 
normal  schools  in  the  State,  to  take  measures  for  reorganizing  the 
system  of  education.  The  preliminary  measures  include  requests  to 
foreign  Governments  for  full  information  as  to  the  administration 

O  • 

and  conduct  of  schools  in  their  respective  countries. 

The  professed  purpose  of  this  undertaking  is  to  systematize  the 
work  of  the  schools  of  all  orders  and  adjust  it  more  closely  to  mod¬ 
ern  demands. 


COMMON  ELEMENTS  IN  THE  DIFFERENT  PROGRAMS. 

From  the  survey  of  secondary  schools  here  presented  it  is  obvious 
that  certificates  from  liceos  or  colegios  in  South  America,  whether 
merely  proofs  of  graduation  or  carrying  the  bachelor’s  degree, 
represent  different  standards,  but  there  is  sufficient  uniformity  to 
form  the  basis  for  a  general  determination  of  values. 

In  all  the  States  excepting  Brazil  the  basis  of  the  literary  studies 
is  Castilian,  that  form  of  the  Spanish  language  which  has  preserved 
continuity  and  purity  from  age  to  age  by  reason  of  its  rich  and 
varied  literature.  The  thorough  manner  and  serious  spirit  in  which 
this  instruction  is  conducted  may  be  illustrated  by  the  elaborated 
program  for  Argentina.  In  the  first  year  of  the  course  stress  is 
placed  upon  the  formation  and  pronunciation  of  words  and  their 
accents;  this  is  followed  the  second  year  by  the  study  of  simple 
sentences,  parts  of  speech,  and  their  inflections;  and  the  third  year 


IN  SOUTH  AMERICA. 


31 


syntax  is  taken  up,  including  the  principles  of  composition  and 
figures  of  rhetoric.  From  the  first,  the  grammatical  instruction  is 
accompanied  by  readings  from  Spanish  authors.  As  a  rule  the  works 
selected  at  this  early  stage  treat  of  Spanish  history  and  the  relations 
between  Spain  and  her  American  colonies;  in  the  third  year  the 
study  is  begun  of  the  works  of  native  authors  as  well  as  those  of 
Spain. 

From  the  fourth  to  the  sixth  year  the  study  of  Castilian  is  replaced 
by  that  of  literature  taken  in  a  more  extended  sense.  The  literatures 
of  Argentina  and  Spanish  America  in  general  occupy  the  time  for 
the  fourth  year;  and  the  history  of  Castilian  literature  the  corre¬ 
sponding  period  in  the  fifth  year. 

The  course  for  the  fifth  year  is  divided  into  six  periods,  following 
the  development  of  Castilian  literature  from  the  earliest  stage  to  its 
culmination  and  later,  though  less  brilliant  manifestations.  A  large 
part  of  the  course  is  given  by  resumes  and  compendiums.  Among 
the  authors  that  are  critically  considered  are  Herrera,  representing 
the  national  classical  epoch;  Lope  de  Rueda,  Lope  de  Vega,  and 
Calderon,  the  period  of  dramatic  poetry;  Cervantes,  the  novel; 
de  Huerta  and  Martinez  de  la  Rosa,  the  drama;  and  Zorrilla,  the 
later  romantic  period. 

The  official  instructions  comprise  lists  of  reference  books  and 
critical  editions  of  the  authors  as  well  as  cheaper  school  manuals. 
Among  critical  editions  of  well-known  works  are  the  following: 
La  gesta  de  Mio  Cid,  ed.  by  Ramon  Menendez  Pidal;  El  ingenioso 
hidalgo  Don  Quijote  de  la  Mancha,  ed.  by  F.  Rodriquez  Marin. 

In  the  list  of  critical  resumes  appear  the  history  of  the  Spanish 
literature  by  George  Tichnor,  Castilian  and  Portuguese  literature,  by 
Wolff;  and  the  anthologies  of  Castilian  poetic  literature,  critical 
history  of  esthetic  ideas  in  Spain,  and  other  similar  works  by  Men¬ 
endez  y  Pelayo. 

The  official  instructions  accompanying  the  program  urge  that 
reading  of  the  authors  be  made  the  basis  of  the  entire  study  of 
literature.  This  reading  should  precede  as  far  as  possible  all  com¬ 
mentary  and  exposition  of  rhetorical  principles.  Discussions  of 
style  should  be  based  upon  the  texts  which  illustrate  the  principles 
elucidated.  In  this  way  an  eminently  practical  character  is  imparted 
to  the  instruction  in  literature.  It  is  interesting  to  note  in  tins 
connection,  also,  that  the  study  of  universal  history  is  conducted  by 
periods  marked  by  great  movements,  and  that  in  connection  with 
each  the  literature  of  the  period  is  specially  emphasized. 

The  course  in  literature  as  outlined  in  the  official  programs  is  very 
extended,  but  it  should  be  considered  that  the  instruction  in  this 
subject  is  given  largely  by  lectures  and  critical  readings  on  the  part 
of  the  professors,  the  students  taking  notes  during  the  class,  on 


32 


SECONDARY  SCHOOLS. 


which  they  are  subsequently  questioned.  The  intensive  study  of 
authors  and  literary  periods  is  continued  as  a  rule  in  special  insti¬ 
tutions  and  the  university  faculties. 

In  Brazil  the  study  of  the  Portuguese  language  is  carried  out  in 
the  same  thorough  manner  as  the  study  of  Spanish  in  the  neighboring 
States.  Composition  and  exercises  in  paraphrasing  are  required  as  a 
means  of  giving  the  pupils  facility  of  expression  and  familiarity  with 
the  distinctions  between  prose  and  verse.  The  literature  of  Portugal 
is  studied  by  selected  authors  illustrating  its  chief  epochs. 

In  all  discussions  of  the  instruction  in  living  foreign  languages 
emphasis  is  placed  upon  the  use  of  the  natural  or  practical  method, 
which  is  very  readily  employed,  since  the  professor  in  charge  of  each 
language  is  proficient  in  the  same.  Hence  conversation  upon  familiar 
subjects,  dictation,  and  translation,  at  first  of  simple  sentences  and 
gradually  of  more  extended  matter,  are  common  features  of  the  class 
exercises.  As  a  result  a  large  proportion  of  the  students  from  the 
secondary  schools  of  South  America  have  a  ready  use  of  the  French 
language  and  very  generally  of  the  English  or  German  also. 

In  the  complete  or  six-year  course  of  secondary  instruction  the 
mathematical  studies,  including  algebra,  geometry,  and  trigonometry, 
are  carried  about  as  far  as  in  the  high  schools  of  the  United  States. 

The  similarity  of  the  courses  in  science  outlined  for  the  schools  of 
the  different  States  indicates  their  development  under  common 
influences.  The  introduction  of  these  subjects  is  undoubtedly  due 
to  the  enthusiasm  awakened  in  France  by  the  work  of  Buff  on  and  his 
immediate  successors  in  the  Museum  of  Natural  Plistory,  Paris,  and 
the  interest  which  these  scientific  efforts  awakened  in  the  minds  of 
learned  men  throughout  Europe.  The  sequence  of  subjects  follows 
the  development  of  science  itself.  Attention  is  first  directed  to  the 
branches  of  natural  science  which  lend  themselves  readily  to  observa¬ 
tion  and  description.  Illustrative  plates  and  cabinet  collections 
afford  material  for  what  is  termed  the  intuitive  method,  which,  how¬ 
ever,  appears  to  be  limited  in  the  main  to  a  mere  description  of  the 
object.  The  tendencies  in  this  respect  are  criticised  by  Dr.  Lapeyre, 
dean  of  the  department  of  secondary  and  preparatory  studies,  Uru¬ 
guay,  in  his  latest  report.  He  complains  that  in  the  study  of  anatomy 
a  professor  will  content  himself  with  naming  the  bones  and  describing 
their  relation  to  the  skeleton,  or  with  pointing  out  the  general  position 
of  the  main  organs  of  the  body  without  reference  to  their  functions 
or  the  part  which  they  play  in  the  life  of  the  individual.  This  defect 
he  attributes  to  the  want  of  professors  familiar  with  the  scientific 
method  and  to  the  absence  of  material  equipment  in  the  liceos.  On 
the  latter  point  he  says : 

The  liceos  have  not  been  furnished  always  with  the  material  for  science  instruction, 
museums,  cabinets,  and  laboratories;  but  it  is  no  less  certain  that  in  some  places  where 


IN  SOUTH  AMERICA. 


33 


this  material  exists  the  result  has  been  the  same,  which  leads  me  to  observe  that  the 
material  appliances  in  every  case  serve  merely  as  a  decorative  element,  an  adornment. 

In  the  advanced  classes  physics  and  chemistry  are  introduced. 
With  respect  to  these  sciences  the  detailed  programs  and  official 
instruction  accompanying  are  very  similar,  as  regards  scope  and  the 
emphasis  placed  upon  practical  demonstrations,  to  the  corresponding 
courses  in  the  high  schools  of  the  United  States.  The  course  in 
physics  is  extended  to  include  aeronautics  and  electricity,  the  latter 
in  its  applications  as  a  motor  power. 

It  is  a  general  complaint  that  the  schools  are  not  provided  with  the 
equipment  for  practical  or  experimental  instruction,  and  that  where 
this  need  is  supplied  the  appliances  are  used  mainly  by  the  pro¬ 
fessors  for  demonstration.  In  this  respect,  indeed,  the  practice  is 
similar  to  that  very  commonly  followed  in  the  lycees  of  France.  In 
the  latter  country  the  opinion  is  supported  by  many  scientists  that 
laboratory  practice  and  independent  experiment  should  not  be  under¬ 
taken  by  students  until  after  their  admission  to  special  schools  and 
the  faculties  of  science. 

The  greatest  distinction  between  the  course  of  secondary  instruction 
in  South  American  schools  and  those  of  the  United  States  is  in  the 
importance  given  to  philosophy.  As  elaborated  for  Argentina,  in 
which  State  the  subject  has  unusual  extension,  philosophy  comprises 
the  following:  Psychology,  especially  in  its  modern  extensions;  logic; 
evolution  of  philosophical  ideas  and  systems. 

The  proper  place  of  philosophy  in  a  complete  scheme  of  liberal 
education — that  is,  whether  it  should  be  taken  up  in  secondary 
schools  or  deferred  to  the  university  stage — is  a  matter  of  very  earnest 
discussion  on  the  part  of  educational  leaders.  Its  present  position 
appears  to  be  due  to  the  influence  of  French  precedents,  and  the 
division  of  opinion  brought  out  in  the  discussion  of  the  place  of 
philosophy  in  an  ideal  scheme  of  higher  education  is  similar  to  that 
which  has  taken  place  in  the  French  council  of  public  instruction. 

The  purpose  of  this  summary  has  been  to  emphasize  the  salient 
elements  in  the  courses  of  study  to  which  it  relates  without  entering 
at  all  upon  comparison  with  like  courses  in  other  countries.  As 
bearing  upon  this  purpose  it  is  of  interest  to  cite  here  the  opinion  of 
Dr.  Brandon,  who  has  given  great  attention  to  the  subject  from  the 
university  standpoint.  He  says: 

The  age  of  the  liceo  graduate  is  about  the  same  as  that  of  the  American  boy  when  he 
finishes  the  high  school.  The  Latin  American  is  perhaps  superior  in  breadth  of  vision, 
cosmopolitan  sympathy,  power  of  expression,  and  argumentative  ability,  but,  on  the 
other  hand,  perhaps  inferior  in  the  powers  of  analysis  and  initiative  and  in  the  spirit  of 
self-reliance.1 


1  Latin-American  Universities  and  Special  Schools.  By  Edgar  Ewing  Brandon,  vice  president  of 
Miami  University.  U.  S.  Bureau  of  Education  Bulletin,  1912,  No.  30. 


34 


SECONDARY  SCHOOLS. 


WEST  INDIES. 

OPPOSITE  TENDENCIES. 

The  West  Indies  afford  examples  of  two  different  systems  of  gov¬ 
ernment  and  of  social  life,  one  of  which,  represented  by  Cuba,  is  the 
result  of  the  same  influences  that  have  shaped  the  destinies  of  Latin 
America  generally,  and  has  reached  a  similar  stage  in  progress  and 
conscious  needs.  The  other  system  is  represented  by  Jamaica,  which 
has  been  a  British  possession  for  two  and  one-half  centuries,  and  has 
an  educational  system  modeled  upon  that  of  England.  It  would  be 
out  of  place  to  consider  the  latter  island  in  this  connection,  but  for  the 
fact  that  the  standards  applicable  to  its  schools  apply  equally  to  the 
British  colony  of  Honduras,  in  Central  America,  and  British  Guiana, 
on  the  northern  shore  of  South  America. 

In  the  case  of  the  British  possessions  as  in  that  of  the  Latin  Ameri¬ 
can  States  a  special  reason  for  considering  the  character  and  scope  of 
secondary  education  is  found  in  the  increased  number  of  their  students 
who  seek  admission  to  higher  institutions  in  the  United  States  and 
whose  attainments,  therefore,  have  to  be  measured  by  the  entrance 
requirements  of  those  institutions. 

CUBA. 

All  schools  and  higher  institutions  supported  by  the  Government 
in  Cuba  are  under  the  direction  of  the  secretary  of  public  instruction 
and  fine  arts.  Within  his  province  are  included  the  public  institu¬ 
tions  for  secondary  education,  situated,  respectively,  in  the  capitals 
of  the  six  Provinces  into  which  the  island  is  divided. 

The  candidates  for  admission  to  the  secondary  schools  must  have 
completed  the  thirteenth  year  of  age  and  give  proof  either  by  certifi¬ 
cates  or  examinations  that  they  have  finished  an  elementary  course  of 
study  in  the  following  branches:  Castilian,  English,  or  French,  arith¬ 
metic  as  far  as  ratio  and  proportion,  lineal  drawing  and  elements  of 
geometry,  detailed  geography  of  Cuba,  and  elements  of  general 
geography,  history  of  Cuba  and  the  American  Continent,  and  ele¬ 
ments  of  physical  geography,  hygiene,  physiology,  zoology,  and 
botany. 

The  official  plan  of  studies  for  the  secondary  schools  comprises 
seven  groups  of  studies,  forming  a  course  of  four  years  of  eight 
months  each  (usually  October  to  May,  both  inclusive).  The  groups 
of  studies  are  arranged  in  courses,  each  course  occupying  a  year  unless 
otherwise  indicated.  An  hour  a  day  is  given  to  each  study  during 
the  period  assigned.  The  groups  of  studies  are  as  follows:1 

A.  Castilian  grammar  and  literature  (3  courses).  B  and  C.  English  and  French 
(2  courses).  D.  Geography  and  history  (2  courses,  respectively).  E.  Mathematics: 

1  Official  letter  bearing  date  Tune  3,  1914,  and  Memoria  Anual,  Instituto  de  secunda  eusenanza  de 
Matanzas. 


1 1ST  THE  WEST  INDIES. 


35 


Arithmetic,  algebra,  geometry,  and  trigonometry  (3  courses).  F.  Physics  (2  courses) 
chemistry  (1  course).  G.  Cosmology  (1  term);  biology  (1  term);  and  natural  history 
(1  year).  H.  Logic,  sociology,  and  civics  (2  courses). 

Students  have  choice  between  English  and  French.  The  studies  of 
group  G  are  optional.  The  degree  of  bachelor  of  letters  is  conferred 
upon  students  who  complete  the  course  and  pass  the  required  exami¬ 
nations. 

Secondary  education  may  be  given  also  in  private  colleges  incorpo¬ 
rated  in  the  several  Provinces,  but  degrees  conferred  by  such  institu¬ 
tions  have  no  validity.  Their  students  must  appear  before  the 
official  examining  board  to  secure  the  degree  of  bachelor  of  letters 
and  science. 

JAMAICA. 

TYPICAL  PROGRAMS. 

Secondary  education  in  Jamaica  is  the  province  of  two  Govern¬ 
ment  schools,  which  are  largely  supported  by  public  funds,  and  of 
endowed  or  private  schools.  The  course  of  study  in  the  different 
schools  varies  somewhat,  but  they  all  prepare  students  for  certain 
external  examinations,  which  has  a  tendency  to  unify  their  curricula. 
The  following  tabulation  pertaining  to  St.  George’s  Colleges  com¬ 
prises  subjects  which,  with  one  or  two  exceptions  to  be  noted,  enter 
into  the  course  of  study  for  all  secondary  schools  of  the  island.  The 
table  indicates  by  the  distribution  of  hours  in  a  week  the  relative 
weight  given  to  each  study. 

St.  George’s  College. 


COURSE  OF  ACADEMIC  STUDIES.1 


Distribution  of  weekly  hours. 

Subjects. 

Fourth-year  terms. 

Third-year  terms. 

First. 

Second. 

First. 

Second. 

Hours. 

Hours. 

Hours. 

Hours. 

Latin . 

8 

8 

5 

5 

English . 

5 

5 

f 

4 

Mathematics  (arithmetic,  algebra) . 

5 

5 

5 

5 

Christian  doctrine . 

2 

2 

2 

2 

History . 

2 

2 

2 

2 

Physical  geography  . 

2 

2 

Greek  or  shorthand  and  bookkeeping . 

H 

11 

11 

li 

Elocution . 

1 

1 

1 

1 

Modern  languages . 

2 

2 

2 

2 

1  From  report  in  manuscript. 


It  will  be  seen  by  reference  to  the  table  that  the  main  subjects  as 
regards  the  amount  of  time  given  to  them  are  Latin,  English,^  and 
mathematics.  Slight  reduction  takes  place  with  respect  to  the  first 
two  after  the  fourth  year.  The  program  for  the  third  year  is  iden¬ 
tical  with  that  for  the  second  and  first  years. 


36 


t 


SECONDARY  SCHOOLS. 


The  particulars  in  which  the  course  for  St.  George’s  College  differs 
materially  from  that  of  several  other  secondary  schools  are  as  follows: 
Geography,  less  extended ;  Greek,  made  an  alternative  with  commer¬ 
cial  subjects;  elocution,  maintained  throughout  the  course;  modern 
languages,  limited  to  French.  The  school  includes  a  preparatory 
department,  to  which  boys  are  not  admitted  till  they  have  passed 
the  tenth  year  of  age.  The  general  age  for  admission  to  the  aca¬ 
demic  department  is  12  years.  This  school  does  not  make  a  spe¬ 
cialty  of  preparing  students  for  external  examinations,  though  it  has 
had  fair  success  in  this  work. 

The  Potsdam  school  has  a  course  of  study  arranged  for  six  forms 
or  years  and  having  special  reference  to  the  requirements  of  the 
Cambridge  local  examinations.  The  standard  of  the  school  may  be 
illustrated  by  the  following  synopsis  of  the  principal  branches  cov¬ 
ered  by  the  fifth  and  sixth,  or  two  highest  forms:1 

English  composition,  (a)  Essays  and  the  planning  thereof;  (b)  the  art  of  summa¬ 
rizing — precis- writing ;  (c)  punctuation  (prose  and  verse);  (d)  correction  of  faulty  con¬ 
structions;  (e)  paraphrasing;  (f)  letter  writing;  (g)  1.  Memorizing  and  recitation  of 
selected  prose  passages  and  examination  thereof;  2.  Memorizing  and  recitation  of 
selected  passages  and  examination  thereof. 

English  literature,  (a)  Shakespeare — Macbeth,  Tempest,  and  four  additional  dra¬ 
mas;  (b)  Ruskin — Sesame  and  Lillies;  (c)  Spencer — Faery  Queene;  (d)  Plutarch’s 
Lives;  (e)  Chaucer — Prologue;  (f)  Addison — Coverley  Papers;  (g)  Andromeda. 

Latin.  Fifth  form — translation.  Virgil,  dEneid,  Book  II,  and  Livy,  Book  V. 
Passages  are  regularly  set  for  translation  at  sight,  and  passages  of  continuous  prose  are 
rendered  into  Latin.  Sixth  form — Same  authors;  more  advanced  prose  attempted 
and  harder  passages  set  for  translation  at  sight. 

Mathematics.  Form  five — 1.  Arithmetic  continued;  2.  Algebra,  including  loga¬ 
rithms,  the  binomial  and  allied  theorems;  3.  Plane  trigonometry  up  to  the  solution 
of  triangles,  de  Moivre’s  theorem  and  simple  applications;  4.  Algebraic  geometry; 
5.  Elementary  differential  and  integral  calculus;  6.  The  elements  of  statics  and  dy¬ 
namics;  7.  Geometry,  including  solid  geometry.  Form  six — Continues  the  subjects 
of  form  five  with  extensions,  including,  in  mathematics,  solid  geometry  and  the  ele¬ 
mentary  parts  of  modern  pure  geometry. 

The  study  of  geography  is  continued  through  five  forms.  French  is  the  modern 
language  selected. 

THE  CAMBRIDGE  UNIVERSITY  LOCAL  EXAMINATIONS. 

The  Cambridge  local  examinations  have  promoted  unity  in  the 
curricula  of  secondary  schools  in  ail  the  British  outlying  possessions. 
In  an  official  letter  of  recent  date  the  director  of  education  for 
Jamaica  says: 

It  has,  since  1881,  been  possible  for  Jamaica  students  to  sit  for  the  Cambridge  senior 
local  certificate,  which  are  admitted  pro  tanta  by  all  the  English  universities  and  by 
several  American  and  Canadian  universities. 

The  Jamaica  College,  Potsdam  and  Hampton  and  Wolmer’s  (boys  and  girls)  schools 
have  every  year,  or  nearly  every  year,  had  several  students  holding  good  positions 


1  From  manuscript  report. 


IN  THE  WEST  INDIES. 


37 


in  the  Cambridge  senior,  and  any  one  of  them  would  probably  obtain  the  recognition 
of  any  American  body  of  regents,  as  the  Jamaica  College  has  actually  done  at  one 
university.  Other  schools  have  from  time  to  time  sent  in  students  who  have  obtained 
good  places,  but  hardly  in  sufficient  numbers  to  enable  any  external  authority  to 
judge  of  the  standing  otthe  upper  forms  in  the  school,  except,  possibly,  in  the  case 
of  the  Montego  Bay  Secondary  School.  ... 

(1)  All  our  schools  are  open  to  white  and  colored  children  equally,  and  are  used  by 
both.  (2)  The  schools  named  do,  in  their  upper  classes,  reach  the  standard  required 
for  matriculation  in  English  and  American  and  Canadian  universities.  (3)  Boys 
and  girls  from  them  do  each  year  enter  some  of  these  universities.  (4)  All  the  best 
pupils  in  them — and  in  some  of  the  other  schools — enter  for  the  Cambridge  senior 
and  higher  local  exams  or  the  London  matriculation  or  intermediate  B.  A.  exami¬ 
nation. 

Similar  examinations  are  held  at  Belize,  British  Honduras. 

SOURCES  OF  INFORMATION. 

On  the  administrative  side  the  systems  of  education  in  Latin 
America  are  characterized  by  a  closer '  coordination  of  the  different 
departments  than  is  found  in  European  systems.  This  relation  is 
emphasized  by  the  official  reports,  which,  as  a  rule,  deal  with  the 
systems  as  a  whole.  The  scope  of  these  reports  is  shown  by  the 
annotations  in  the  appended  bibliography,  which  comprises  the 
publications  consulted  in  the  preparation  of  this  circular. 


BIBLIOGRAPHY. 1 


Argentine  Republic.  Ministerio  de  justicia  e  instruccion  publica.  Direccion 
general  de  ensenanza  secundaria  y  especial.  La  ensenailza  secundaria;  decretos 
organicos;  resoluciones  de  la  direccion  general;  plan  de  estudios;  programas 
analfticos.  Buenos  Aires,  Talleres  graficos  de  la  penitenciarfa  nacional,  1913. 
419  p.  4°. 

As  indicated  in  the  title,  this  work  gives  full  official  status,  laws,  rules,  and  regulations  for  sec¬ 
ondary  education,  including  plans  of  studies  carefully  analyzed. 

-  Provincia  de  Buenos  Aires.  Direccion  general  de  escuelas.  Memoria  .  .  . 

1910-11.  .  .  La  Plata,  Peuser,  1912.  vols.  1-3.  4°. 

The  first  volume  of  this  extensive  work  (817  pages)  treats  of  the  central  administration  of  the  schools, 
including  economic  factors,  school  classification,  statistics;  teachers  and  pupils;  nationalization  of 
education;  school  finances  and  architecture,  with  numerous  diagrams.  The  volume  includes  a 
number  of  theses  and  discussions  of  various  educational  topics. 

Volume  2  (526  pages)  presents  in  a  comprehensive  way  the  results  of  the  general  inspection  of 
schools.  Among  topics  treated  are:  Instructions  to  inspectors,  special  schools  for  abnormals,  vacation 
schools,  programs,  and  promotion  of  patriotism. 

Volume  3  (568  pages)  discusses  the  medical  and  hygienic  side  of  the  schools,  treating  the  different 
topics  at  length.  Among  these  subjects  are  the  prevention  of  contagious  diseases,  rules  as  to  medical 
inspection,  schools  for  abnormals,  schools  for  debilitated  children,  finger  prints  of  abnormal  children. 
This  volume  contains  also  a  number  of  lectures  and  original  investigations  of  school  children  from 
the  medical  point  of  view. 

- Direccibn  general  de  estadistica.  Resumenes  estadfsticos  retros- 

pectivos.  Buenos  Aires,  Imprenta  de  G.  Kraft,  1914.  234  p.  8°. 

Under  head  of  “Estadistica  escolar”  (pp.  210-231)  is  a  short  introduction  followed  by  statistical 
tables,  including  number  of  schools,  teachers,  and  pupils  for  each  year  in  the  different  provinces 
from  1903  to  1912. 

Brazil.  Ministerio  da  justiza  e  negocios  interiores.  Regulamento  do  collegio  Pedro 
II,  approvado  pelo  decreto  n.  8.660,  de  5  de  Abril  de  1911.  Rio  de  Janeiro, 
Imprensa  nacional,  1911.  18  p.  8°. 

Contains  text  of  the  decree  determining  the  organization  of  the  institution  and  statement  of  its 
purposes. 

Chile.  Ministerio  de  instruccion  publica.  Anuario.  Recopilacion  de  leyes  i 
reglamentos  relativos  a  los  servicios  de  instruccion  superior,  secundaria  i  especial 
...  Santigo  de  Chile,  Imprenta  universitaria,  1912.  ci,  607  p.  4°. 

A  chronological,  alphabetical,  and  analytical  index  of  the  laws  and  regulations  is  given  as  a  preface 
to  the  volume. 

• -  Oficina  central  de  estadistica.  Anuario  estadlstico  de  la  Republica  de  Chile. 

Instruccion.  Afio  1911.  Santiago  de  Chile,  Soc.  imp.  y  lit.  uni  verso,  1913. 
x,  228  p.  8°. 

The  educational  section  of  a  general  statistical  report.  Statistical  tables  only;  these  are  in  detail 
and  quite  complete.  No  comments  are  given  with  the  tables. 

Colombia.  Ministro  de  instruccion  publica.  Informe  .  .  .  al  congreso  de  1913. 
Bogota,  Imprenta  nacional,  1913.  256  p.  4°. 

A  report  of  the  minister  of  education,  giving  detailed  statistics  of  educational  matters  of  the  Re¬ 
public,  illustrated  with  photographs  of  pupils  and  buildings  in  different  localities.  The  report  is 
made  to  the  Colombian  Legislature. 

Costa  Rica.  Secretaria  de  instruccion  publica.  Memoria  de  instruccion  publica, 
presentada  al  congreso  constitucional  por  Roberto  Brenes  Mesen.  .  .  1914. 
San  Jose,  Tipografia  nacional,  1914.  xiii,  339  p.  8°. 

The  secretary  in  his  introduction  considers  recent  educational  reforms  in  his  country.  Extensive 
statistics  in  tabular  form  give  details  as  to  present  status  of  education  in  its  various  departments. 


38 


1  Prepared  by  Arthur  MacDonald. 


BIBLIOGRAPHY. 


39 


Cuba.  Instituto  de  segunda  ensenanza  de  Matanzas.  Memoria  anual.  Corres- 
pondiente  al  curso  academico  de  1908  £  1909.  Matanzas,  Imprenta  de  Quiros 
y  Estrada,  1908. 

Comprises  report  of  the  institution  and  the  course  of  study  prescribed  for  all  the  national  secondary 
schools. 

Ecuador.  Ministerio  de  instruccion  publica,  correos,  telegrafos,  etc.  Informe  anual 
que  Luis  N.  Dillon  .  .  .  presenta  a  la  nacion  en  1913.  Quito,  Imprenta  y 
encuadernacion  de  la  escuela  de  artes  y  oficios,  1913.  2  vols.  4°. 

Volume  1  contains  an  extensive  exposition  (75  pages)  of  the  different  classes  of  education— primary, 
secondary,  etc. — to  which  is  annexed  a  series  of  reports  from  educational  officials  of  the  different 
Provinces  discussing  questions  of  school  attendance,  material  conditions,  school  organization,  physical 
and  moral  education,  native  idioms,  civic,  and  esthetical  education,  and  previous  condition  of 
education;  also  methods  of  instruction,  textbooks,  school  administration  and  finances,  direction 
of  studies,  inspectors’  visits,  libraries,  suggestions  of  school  councils,  and  school  discipline. 

Under  secondary  and  higher  education  attention  is  given  to  courses  of  study  in  detail,  degrees, 
reports  from  professors  and  rectors.  These,  with  other  topics,  cover  459  pages. 

Volume  2  presents  in  detail  (483  pages)  plans,  articles,  and  rules  for  primary  education,  including 
executive  decrees  as  to  public  instruction,  ministerial  circulars,  official  letters,  etc.;  articles  or  rules 
for  school  authorities  and  school  inspectors  of  different  classes;  also  rules  and  instructions  as  to  school 
discipline,  supervision,  classification;  classes  of  teachers,  their  qualifications  and  examinations. 

Guatemala.  Ministerio  de  instruccion  publica.  Memoria  de  la  Secretana  de  instruc¬ 
cion  publica  de  Guatemala,  presentada  a  la  Asamblea  nacional  legislativa  en 
1914.  Guatemala,  Tipografia  nacional,  1914.  402  p.  8°. 

This  memoria  gives  a  somewhat  full  report  of  educational  statistics. 

Jamaica.  Announcements  of  individual  schools  and  official  correspondence. 

In  manuscript. 

Nicaragua.  Ministerio  de  instruccion  publica.  Memoria  de  relaciones  exteriores  e 
instruccion  publica  presentada  al  Congresso  nacional.  .  .  Octobre  de  1911  a 
deciembre  de  1913.  Managua,  Tipografia  nacional,  1914.  2  vols.  8°. 

In  volume  2  are  given  resumes  of  some  educational  statistics  in  tabular  form. 

Panama  (Republic).  Secretana  de  instruccion  publica.  Memoria  que  el  secretario 
de  estado  en  el  despacho  de  instruccion  publica  presenta  a  la  asamblea  nacional  de 
1914.  Panama,  Imprenta  nacional,  1914.  477  p.  8°. 

This  report  has  a  general  introduction  of  50  pages  treating  of  the  different  phases  of  education  in  the 
Republic  and  also  of  special  institutions.  Among  the  latter  are  the  National  Institute,  normal 
school  for  teachers,  schools  of  arts  and  trades,  conservatories  of  music  and  oratory,  and  schools  of 
painting.  The  report  contains  much  detailed  information,  including  names  of  officials,  programs  of 
studies,  and  reports  of  local  officers. 

[Peru.]  Lockey,  Joseph  B.  Estudios  sobre  la  instruccion  primaria  en  al  departamento 
de  Lima  y  la  provincia  constitucional  del  Callao.  Lima,  Peru,  Gil,  1914.  xiii, 
290  p.  tables,  plans,  etc.  8°. 

This  work  is  divided  into  three  parts,  the  first  containing  general  considerations  pertaining  to  va¬ 
rious  subjects:  among  these  scientific  management  applied  to  school  administration,  physical  edu¬ 
cation,  agricultural  education,  vocational  education,  and  some  anthropometrical  studies  of  pupils. 

The  second  part  consists  mainly  of  official  letters  and  circulars  having  reference  to  subjects  of  cur¬ 
rent  interest;  such  as  school  hygiene,  school  exhibitions,  etc.  The  third  part  consists  of  31  statistical 
tables  of  a  comprehensive  or  retrospective  character  for  the  Department  of  Lima  and  the  Province  of 
Callao. 

-  Ministerio  de  instruccion.  Informaciones  sobre  la  segunda  ensenanza  en  la 

reptiblica.  Edicion  oficial.  Lima,  Tipografia  de  “El  Lucero,”  1906.  2  vols. 

The  two  volumes  comprise  an  exhaustive  survey  of  secondary  education  in  Peru  in  the  form  of 
communications  from  directors  and  professors  of  national  and  private  colleges  and  educational  authori¬ 
ties.  The  matter  was  submitted  in  response  to  a  call  from  the  Legislature  in  view  of  proposed  modifi¬ 
cations  and  reforms  in  the  department  of  secondary  education. 

Salvador.  Ministerio  de  instruccion  publica.  Memoria  de  los  actos  del  poder  ejecu- 
tivo  en  el  ramo  de  instruccion  publica  presentada  a  la  honorable  asamblea  nacional 
el  dia  10  de  Marzo  de  1913,  por  el  sr.  subsecretario  de  estado  Dr.  Gustavo  S.  Baron. 

San  Salvador,  Imprenta,  Melen  dez,  1913.  4°. 

After  a  general  introduction,  this  report  gives  detailed  information  chiefly  in  the  form  of  statistical 
tables  for  the  different  educational  institutions  of  the  country,  i.  e.,  technical,  commercial,  and 
special  schools,  as  well  as  primary,  secondary,  and  higher  educational  schools. 


40  SECONDARY  SCHOOLS. 

Uruguay.  Direccibn  general  de  estadistica.  Anuario  estadistico  .  .  .  con  varios 
datos  de  1911.  (Anos  1909-10.)  Libro  22  del  “  Anuario  ”  y  36  de  las.  Tomo  1. 
Montevideo,  Dornaleche,  1912.  xxxix,  471  p.  (Apbndice,  i-cxx  p.)  4°.  (Libro 
22  del  “Anuario  ”  y  36  de  las  publicaciones  de  la  direccion  general  de  estadistica.) 

In  the  appendix  is  a  census  (p.  13-15)  of  education  for  1908,  giving  number  of  pupils,  students, 
teachers,  and  professors  for  primary,  secondary,  higher,  and  special  education;  also  registration  in 
different  faculties,  and  results  of  examinations  for  all  orders  of  education,  including  entrance  exami¬ 
nations. 

-  Direccibn  general  de  instruccion  primaria.  Anales  de  instruccion  primaria. 

Ano  11-12.  Tomo  13,  nos.  1-12.  Montevideo,  Imp.  “El  sigl.  illustrado,”  de 
G.  V.  Marino,  1914.  979  p.  8°. 

This  work  comprises  articles  on  and  the  results  of  the  original  investigations  of  many  modern  phases 
of  primary  education,  by  specialists  of  the  country. 

-  Montevideo.  Universidad.  Proyecto  de  plan  de  estudios  para  la  seccibn  de 

ensenanza  secundaria  y  preparatoria.  Anales  .  .  .  1912.  Tomo  21,  no.  88. 

Montevideo,  Tip  de  la  Escuela  nacional  de  artes  y  oficios,  1912.  p.  1-194.  8°. 

This  volume  comprises  the  plan  of  secondary  studies  and  of  studies  preparatory  to  the  university 
faculties,  submitted  by  the  section  of  the  university  council  charged  with  that  interest,  according  to 
article  18,  law  of  December  31,  1908;  also  the  discussions  and  final  action  of  the  university  council 
respecting  the  proposed  plan  and  the  decree  of  the  President  of  the  Republic  authorizing  the  adoption 
of  the  plan  of  studies,  p.  1-194.  The  remainder  of  the  volume  is  occupied  by  articles  and  official 
papers  pertaining  to  university  matters. 

Venezuela.  Ministerio  de  fomento.  Direccibn  general  de  estadistica  de  Venezuela. 
Anuario  estadlstico  .  .  .  1910.  Caracas,  Imprenta  nacional,  1913.  xxi,  504  p. 
8°. 

Contains  documents  pertaining  to  1911  and  1912. 

On  pages  57-72  of  this  yearbook  are  given  statistical  tables  of  primary  education,  including  number 
of  schools,  teachers,  and  pupils  of  public  and  private  schools;  classes  of  schools  and  divisions  by  ages; 
also  statistics  and  colored  graphs  (p.  400-403)  illustrating  them  from  1908  to  1910. 

-  Ministerio  de  instruccion  publica.  Memoria.  Exposicion.  Direccion  pri- 

maria  y  secundaria.  Documentos.  Tomol.  Caracas,  Imprenta  nacional,  1914. 
cxiv,  495  p.  4°. 

- -  Direccibn  de  instruccibn  superior  y  de  bellas  artes.  Docu¬ 
mentos.  Tomo  2.  Caracas,  Imprenta  nacional,  1914.  538  p.  4°. 

- - Direccion  de  estadistica  y  contabilidad.  Documentos.  Tomo 

3.  Caracas,  Imprenta  nacional,  1914.  335  p.  4°. 

In  the  first  volume  (495  pages),  after  an  extensive  introduction  (100  pages),  Minister  F.  Guevara 
Rojas  calls  especial  attention  to  certain  points,  including  the  following: 

Primary  education.  Creation  of  new  graded  schools;  work  of  first  school  census;  foundation  of 
anti-Catholic  education  in  the  country;  organization  of  manual  labor  in  the  schools. 

Normal  school  instruction.  Establishment  of  the  internat  in  both  normal  schools. 

Secondary  instruction.  Rules  for  written  examination  in  colleges;  official  edition  of  previous  pro¬ 
grams  of  study;  installation  of  chemical  laboratory  in  the  college  for  boys  at  Caracas;  scholarships  for 
young  men  delegated  to  study  branches  of  technical  education  in  foreign  countries. 

Institutions  for  university  extension.  Designation  of  a  delegate  to  represent  Venezuela  in  the  Sixth 
Pan-American  Congress  of  Lima;  organization  of  a  circulating  library;  establishment  of  four  meteoro¬ 
logical  stations. 

Special  education.  Reorganization  of  the  academy  of  plastic  arts,  conservatory  of  music  and  decla¬ 
mation;  creation  of  a  professorship  of  composition  in  the  academy;  scholarships  for  young  men  to 
study  the  fine  arts  in  foreign  countries. 

School  of  arts  and  trades  for  men.  Formation  of  classes  in  tailoring  and  photography,  in  physics  and 
mechanics  of  automobiles;  competition  for  scholarship  in  school  of  arts  and  trades  of  Santiago  de  Chile. 

School  of  arts  and  trades  for  ivomen.  Creation  of  new  professorships  of  materials  and  costumes,  mak¬ 
ing  of  hats,  artistic  flowers,  etc.;  organization  of  a  school  for  nurses. 

The  remainder  of  volume  1  contains  official  papers  comprising  letters  from  the  minister  to  the 
President  of  the  Republic,  and  from  State  superintendents  to  the  minister;  also  lists  of  the  students 
graduating,  and  numerous  tables  of  details. 

The  second  volume  (538  pages)  bound  with  the  third,  consists  of  official  papers  on  the  direction  of 
superior  instruction  and  fine  arts. 

The  third  volume  (339  pages)  deals  especially  with  statistics  and  accounts. 


BULLETIN  OF  THE  BUREAU  OF  EDUCATION 


[Note. — With  the  exceptions  indicated,  the  documents  named  below  will  be  sent  free  of  charge  upon 
application  to  the  Commissioner  of  Education,  Washington,  D.  C.  Those  marked  with  an  asterisk  (*) 
are  no  longer  available  for  free  distribution,  but  may  be  had  of  the  Superintendent  of  Documents,  Govern¬ 
ment  Printing  Office,  Washington,  D.  C.,  upon  payment  of  the  price  stated.  Remittances  should  be  made 
in  coin,  currency,  or  money  order.  Stamps  are  not  accepted.  Numbers  omitted  are  out  of  print.] 

1906. 

♦No.  3.  State  school  systems:  Legislation  and  judicial  decisions  relating  to  public  education,  Oct.  1,  1904, 
to  Oct.  1,  1900.  Edward  C  Elliott.  15  cts. 

1908. 

♦No.  5.  Education  in  Formosa.  Julean  II.  Arnold.  10  cts. 

♦No.  6.  The  apprenticeship  system  in  its  relation  to  industrial  education.  Carroll  D.  Wright.  15  cts. 


1909. 


♦No.  1.  Facilities  for  study  and  research  in  the  offices  of  the  United  States  Government  in  Washington. 
Arthur  T.  Hadley.  10  cts. 

♦No.  2.  Admission  of  Chinese  students  to  American  colleges.  John  Fryer.  25  cts. 

♦No.  3.  Daily  meals  of  school  children.  Caroline  L.  Hunt.  10  cts. 

No.  5.  Statistics  of  public,  society,  and  school  libraries  in  1908. 

♦No.  6.  Instruction  in  the  fine  and  manual  arts  in  the  United  States.  A  statistical  monograph.  Henry 
T.  Bailey.  15  cts. 

No.  7.  Index  to  the  Reports  of  the  Commissioner  of  Education,  1867-1907. 

♦No.  8.  A  teacher’s  professional  library.  Classified  list  of  100  titles.  5  cts. 

♦No.  9.  Bibliography  of  education  for  1908-9.  10  cts. 

No.  10.  Education  for  efficiency  in  railroad  service.  J.  Shirley  Eaton. 

♦No.  11.  Statistics  of  State  universities  and  other  institutions  of  higher  education  partially  supported  by 
the  State,  1908-9.  5  cts. 


1910. 


♦No.  1.  The  movement  for  reform  in  the  teaching  of  religion  in  the  public  schools  of  Saxony.  Arley  B. 
Show.  5  cts. 

No.  2.  State  school  systems:  III.  Legislation  and  judicial  decisions  relating  to  public  education,  Oct.  1, 
1908,  to  Oct.  1,  1909.  Edward  C.  Elliott. 

♦No.  5.  American  schoolhouses.  Fletcher  B.  Dresslar.  75  cts. 


1911. 

*No.  1.  Bibliography  of  science  teaching.  5  cts. 

♦No.  2.  Opportunities  for  graduate  study  in  agriculture  in  the  United  States.  A.  C.  Monahan.  5  cts. 
♦No.  3.  Agencies  for  the  improvement  of  teachers  in  service.  William  C.  Ruediger.  15  cts. 

♦No.  4.  Report  of  the  commission  appointed  to  study  the  system  of  education  in  the  public  schools  of 
Baltimore.  10  cts. 

♦No.  5.  Age  and  grade  census  of  schools  and  colleges.  George  D.  Strayer.  10  cts. 

♦No.  0.  Graduate  work  in  mathematics  in  universities  and  in  other  institutions  of  like  grade  in  the  United 
States.  5  cts. 

No.  9.  Mathematics  in  the  technological  schools  of  collegiate  grade  in  the  United  States. 

♦No.  13.  Mathematics  in  the  elementary  schools  of  the  United  States.  15  cts. 

♦No.  14.  Provision  for  exceptional  children  in  the  public  schools.  J.  II.  Van  Sickle,  Lightner  Witmer, 
and  Leonard  P.  Ayres.  10  cts. 

♦No.  15.  Educational  system  of  China  as  recently  reconstructed.  Harry  E.  King.  10  cts. 

No.  19.  Statistics  of  State  universities  and  other  institutions  of  higher  education  partially  supported  by 
the  State,  1910-11. 


1912. 


♦No.  1.  A  course  of  study  for  the  preparation  of  rural-school  teachers.  F.  Mutchler  and  W.J.  Craig.  5  cts. 
♦No.  3.  Report  of  committee  on  uniform  records  and  reports.  5  cts. 

♦No.  4.  Mathematics  in  technical  secondary  schools  in  the  United  States.  5  cts. 

♦No.  5.  A  study  of  expenses  of  city  school  systems.  Harlan  Up degraff.  10  cts. 

♦No.  6.  Agricultural  education  in  secondary  schools.  10  cts. 

♦No.  7.  Educational  status  of  nursing.  M.  Adelaide  Nutting.  10  cts. 

I 


II 


BULLETIN  OF  THE  BUREAU  OF  EDUCATION 


*No.  8.  Peace  day.  Fannie  Fern  Andrews.  5  cts.  [Later  publication,  1913,  No.  12.  10  cts.] 

*No.  9.  Country  schools  for  city  boys.  William  S.  Myers.  10  cts. 

*No.  13.  Influences  tending  to  improve  the  work  of  the  teacher  of  mathematics.  5  cts. 

*No.  14.  Report  of  the  American  commissioners  of  the  international  commission  on  the  teaching  of  mathe 
matics.  10  cts. 

*No.  17.  The  Montessori  system  of  education.  Anna  T.  Smith.  5  cts. 

*No.  18.  Teaching  language  through  agriculture  and  domestic  science.  M.  A.  Leiper  5  cts. 

*No.  19.  Professional  distribution  of  college  and  university  graduates.  Bailey  B.  Burritt.  10  cts. 

No.  22.  Public  and  private  high  schools. 

*No.  23.  Special  collections  in  libraries  in  the  United  States.  W.  D.  Johnston  and  I.  G.  Mudge.  10  cts. 
No.  27.  History  of  public-school  education  in  Arkansas.  Stephen  B.  Weeks. 

*No.  28.  Cultivating  school  grounds  in  Wake  County,  N.  C.  Zebulon  Judd.  5  cts. 

No.  29.  Bibliography  of  the  teaching  of  mathematics,  1900-1912.  D.  E.  Smith  and  Chas.  Goldziher. 
No.  30.  Latin-American  universities  and  special  schools.  Edgar  E.  Brandon. 

1913. 

No.  1.  Monthly  record  of  current  educational  publications,  January,  1913. 

*No.  2.  Training  courses  for  rural  teachers.  A.  C.  Monahan  and  R.  II.  Wright.  5  cts. 

*No.  3.  The  teaching  of  modern  languages  in  the  United  States.  Charles  II.  Ilandschin.  15  cts. 

*No.  4.  Present  standards  of  higher  education  in  the  United  States.  George  E.  Mac  Lean.  20  cts. 

*No.  6.  Agricultural  instruction  in  high  schools.  C.  H.  Robison  and  F.  B.  Jenks.  10  cts. 

*No.  7.  College  entrance  requirements.  Clarence  D.  Kingsley.  15  cts. 

*No.  8.  The  status  of  rural  education  in  the  United  States.  A.  C.  Monahan.  15  cts. 

*No.  12.  The  promotion  of  peace.  Fannie  Fern  Andrews.  10  cts. 

*No.  13.  Standards  and  tests  for  measuring  the  efficiency  of  schools  or  systems  of  schools.  5  cts. 

*No.  16.  Bibliography  of  medical  inspection  and  health  supervision.  15  cts. 

*No.  18.  The  fifteenth  international  congress  on  hygiene  and  demography.  Fletcher  B.  Dresslar.  10  cts. 
*No.  19.  German  industrial  education  and  its  lessons  for  the  United  States.  Holmes  Beckwith.  15  cts. 
*No.  20.  Illiteracy  in  the  United  States.  10  cts. 

*No.  22.  Bibliography  of  industrial,  vocational,  and  trade  education.  10  cts. 

*No.  23.  The  Georgia  club  at  the  State  Normal  School,  Athens,  Ga.,  for  the  study  of  rural  sociology.  E.  C. 
Branson.  10  cts. 

*No.  24.  A  comparison  of  public  education  in  Germany  and  in  the  United  States.  Georg  Kerschensteiner. 
5  cts. 

*No.  25.  Industrial  education  in  Columbus,  Ga.  Roland  B.  Daniel.  5  cts. 

*No.  28.  Expressions  on  education  by  American  statesmen  and  publicists.  5  cts. 

*No.  29.  Accredited  secondary  schools  in  the  United  States.  Kendric  C.  Babcock.  10  cts. 

*No.  30.  Education  in  the  South.  10  cts. 

*No.  31.  Special  features  in  city  school  systems.  10  cts. 

No.  32.  Educational  survey  of  Montgomery  County,  Md. 

*No.  34.  Pension  systems  in  Great  Britain.  Raymond  W.  Sies.  10  cts. 

*No.  35.  A  list  of  books  suited  to  a  high-school  library.  15  cts. 

*No.  36.  Report  on  the  work  of  the  Bureau  of  Education  for  the  natives  of  Alaska,  1911-12.  10  cts. 

No.  37.  Monthly  record  of  current  educational  publications,  October,  1913. 

*No.  38.  Economy  of  time  in  education.  10  cts. 

No.  39.  Elementary  industrial  school  of  Cleveland,  Ohio.  W.  N.  Hailmann. 

*No.  40.  The  reorganized  school  playground.  Henry  S.  Curtis.  10  cts. 

*No.  41.  The  reorganization  of  secondary  education.  10  cts. 

No.  42.  An  experimental  rural  school  at  Winthrop  College.  H.  S.  Browne. 

*No.  43.  Agriculture  and  rural-life  day;  material  for  its  observance.  Eugene  C.  Brooks.  10  cts. 

*No.  44.  Organized  health  work  in  schools.  E.  B.  Hoag.  10  cts. 

No.  45.  Monthly  record  of  current  educational  publications,  November,  1913. 

*No.  46.  Educational  directory,  1913.  15  cts. 

*No.  47.  Teaching  material  in  Government  publications.  F.  K.  Noyes.  10  cts. 

*No.  48.  School  hygiene.  W.  Carson  Ryan,  jr.  15  cts. 

No.  49.  The  Farragut  School,  a  Tennessee  country-life  high  school.  A.  C.  Monahan  and  Adams  Phillips. 
*No.  50.  The  Fitchburg  plan  of  cooperative  industrial  education.  M.  R.  McCann.  10  cts. 

*No.  51.  Education  of  the  immigrant.  10  cts. 

*No.  52.  Sanitary  schoolhouses.  Legal  requirements  in  Indiana  and  Ohio.  5  cts. 

No.  53.  Monthly  record  of  current  educational  publications,  December,  1913. 

No.  54.  Consular  reports  on  industrial  education  in  Germany. 

No.  55.  Legislation  and  judicial  decisions  relating  to  education,  Oct.  1, 1909,  to  Oct.  1,1912.  James  C. 
Boykin  and  William  R.  Hood. 

No.  58.  Educational  system  of  rural  Denmark.  Harold  W.  Foght. 

No.  59.  Bibliography  of  education  for  1910-11. 

No.  60.  Statistics  of  State  universities  and  other  institutions  of  higher  education  partially  supported  by 
the  State,  1912-13. 


BULLETIN  OF  THE  BUREAU  OF  EDUCATION 


III 


1914. 

*No.  1.  Monthly  record  of  current  educational  publications,  January,  1914.  5  cts. 

No.  2.  Compulsory  school  attendance. 

♦No.  3.  Monthly  record  of  current  educational  publications,  February,  1914.  5  cts. 

No.  4.  The  school  and  the  start  in  life.  Meyer  Bloomfield. 

No.  5.  The  folk  high  schools  of  Denmark.  L.  L.  Friend. 

No.  6.  Kindergartens  in  the  United  States. 

No.  7.  Monthly  record  of  current  educational  publications,  March,  1914. 

*No.  8.  The  Massachusetts  home-project  plan  of  vocational  agricultural  education.  It.  W.  Stimson.  15  cts. 
No.  9.  Monthly  record  of  current  educational  publications,  April,  1914. 

*No.  10.  Physical  growth  and  school  progress.  B.  T.  Baldwin.  25  cts. 

♦No.  11.  Monthly  record  of  current  educational  publications,  May,  1914.  5  cts. 

♦No.  12.  Rural  schoolhouses  and  grounds.  F.  B.  Dresslar.  50  cts. 

No.  13.  Present  status  of  drawing  and  art  in  the  elementary  and  secondary  schools  of  the  United  States. 

Royal  B.  Farnum. 

No.  14.  Vocational  guidance. 

No.  15.  Monthly  record  of  current  educational  publications.  Index. 

No.  16.  The  tangible  rewards  of  teaching.  James  C.  Boykin  and  Roberta  King. 

No.  17.  Sanitary  survey  of  the  schools  of  Orange  County,  Va.  Roy  K.  Flannagan. 

No.  18.  The  public-school  system  of  Gary,  Ind.  William  P.  Burris. 

No.  19.  University  extension  in  the  United  States.  Louis  E.  Reber. 

No.  20.  The  rural  school  and  hookworm  disease.  J.  A.  Ferrell. 

No.  21.  Monthly  record  of  current  educational  publications,  September,  1914. 

No.  22.  The  Danish  folk  high  schools.  H.  W.  Foght. 

No.  23.  Some  trade  schools  in  Europe.  Frank  L.  Glynn. 

No.  24.  Danish  elementary  rural  schools.  H.  W.  Foght. 

No.  25.  Important  features  in  rural  school  improvement.  W.  T.  Hodges. 

No.  26.  Monthly  record  of  current  educational  publications,  October,  1914. 

No.  27.  Agricultural  teaching. 

No.  28.  The  Montessori  method  and  the  kindergarten.  Elizabeth  Harrison. 

No.  29.  The  kindergarten  in  benevolent  institutions. 

No.  30.  Consolidation  of  rural  schools  and  transportation  of  pupils  at  public  expense.  A.  C.  Monahan. 
No.  31.  Report  on  the  work  of  the  Bureau  of  Education  for  the  natives  of  Alaska. 

No.  32.  Bibliography  of  the  relation  of  secondary  schools  to  higher  education.  R.  L.  Walkley. 

No.  33.  Music  in  the  public  schools.  W  ill  Earhart. 

No.  34.  Library  instruction  in  universities,  colleges,  and  normal  schools.  Henry  R.  Evans. 

No.  35.  The  training  of  teachers  in  England,  Scotland,  and  Germany.  Charles  H.  Judd. 

♦No.  36.  Education  for  the  home — Part  I.  General  statement.  B.  R.  Andrews.  10  cts. 

♦No.  37.  Education  for  the  homo— Part  II.  State  legislation,  schools,  agencies.  B.  R.  Andrews.  30  cts. 
No.  38.  Education  for  the  home— Part  III.  Colleges  and  universities.  B.  R.  Andrews. 

No.  39.  Education  for  the  home — Part  IV.  Bibliography,  list  of  schools.  B.  R.  Andrews. 

No.  40.  Care  of  the  health  of  boys  in  Girard  College,  Philadelphia,  Pa. 

No.  41.  Monthly  record  of  current  educational  publications,  November,  1914. 

No.  42.  Monthly  record  of  current  educational  publications,  December,  1914. 

No.  43.  Educational  directory,  1914-15. 

No.  44.  County-unit  organization  for  the  administration  of  rural  schools.  A.  C.  Monahan. 

No.  45.  Curricula  in  mathematics.  J.  C.  Brown. 

No.  46.  School  savings  banks.  Mrs.  Sara  L.  Oberholtzer. 

No.  47.  City  training  schools  for  teachers.  Frank  A.  Manny. 

No.  48.  The  educational  museum  of  the  St.  Louis  public  schools.  C.  G.  Rathman. 

No.  49.  Efficiency  and  preparation  of  rural  school-teachers.  II.  W.  Foght. 

No.  50.  Statistics  of  State  universities  and  State  colleges. 

1915. 

No.  1.  Cooking  in  the  vocational  school.  Iris  P.  O’Leary. 

No.  2.  Monthly  record  of  current  educational  publications,  January,  1915. 

No.  3.  Monthly  record  of  current  educational  publications,  February,  1915. 

No.  4.  The  health  of  school  children.  W.  H.  Heck. 

No.  5.  Organization  of  State  departments  of  education.  A.  C.  Monahan. 

No.  6.  A  study  of  colleges  and  high  schools. 

No.  7.  Accredited  secondary  schools  in  the  United  States.  Samuel  P.  Capen. 

No.  8.  Present  status  of  the  honor  system  in  colleges  and  universities.  Bird  T.  Baldwm. 

No.  13.  The  schoolhouse  as  the  polling  place.  E.  J.  Ward. 

No.  14.  Monthly  record  of  current  educational  publications,  May,  1915. 

No.  15.  Monthly  record  of  current  educational  publications.  Index,  Feb.,  1914-Jan.,  1915. 

No.  16.  Monthly  record  of  current  educational  publications,  June,  1915. 

No.  17.  Civic  education  in  elementary  schools  as  illustrated  in  Indianapolis.  A.  W.  Dunn. 


IV 


BULLETIN  OF  THE  BUKEAU  OF  EDUCATION 


No.  18.  Legal  education  in  Great  Britain.  H.  S.  Richards. 

No.  19.  Statistics  of  agricultural,  manual  training,  and  industrial  schools,  1913-14. 
No.  20.  The  rural  school  system  of  Minnesota.  H.  W.  Foght. 

No.  21.  Schoolhouse  sanitation.  William  A.  Cook. 

No.  22.  State  versus  local  control  of  elementary  education.  T.  L.  MacDowell. 
No.  23.  The  teaching  of  community  civics. 

No.  24.  Adjustment  between  kindergarten  and  first  grade.  Luella  A.  Palmer. 
No.  25.  Public,  society,  and  school  libraries. 


O 


